<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8550</journal-id>
<journal-title><![CDATA[IE Revista de investigación educativa de la REDIECH]]></journal-title>
<abbrev-journal-title><![CDATA[IE Rev. investig. educ. REDIECH]]></abbrev-journal-title>
<issn>2448-8550</issn>
<publisher>
<publisher-name><![CDATA[Red de Investigadores Educativos Chihuahua A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-85502016000200021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza del lenguaje y nuevos alfabetismos; entre la tradición y la innovación]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching of language and new literacies; between tradition and innovation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín Zavala]]></surname>
<given-names><![CDATA[José Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Normal Jaime Torres Bodet  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2016</year>
</pub-date>
<volume>7</volume>
<numero>13</numero>
<fpage>21</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-85502016000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-85502016000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-85502016000200021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza del lenguaje en la educación secundaria, tal y como se concibió durante el siglo XX, se ha modificado con la irrupción de las nuevas tecnologías de información y comunicación aplicadas a la educación. Los nuevos alfabetismos han provocado que cada vez sea más necesario enseñar a los estudiantes de educación secundaria a mejorar sus prácticas sociales de lenguaje desde la mirada de la multialfabetización que les permitan acceder, discriminar, modificar y transmitir información, con el fin de lograr mejores perfiles de egreso en este nivel. En tal sentido, es necesario llevar a efecto acciones de innovación en el currículo de la materia de español de secundaria, con la finalidad de que el docente incorpore en la enseñanza una concepción más cercana a los contextos de los estudiantes para ampliar los alcances de la misma hacia una enseñanza multimodal que, sin abandonar los aspectos normativos de la lengua, considere abiertamente los nuevos modos y soportes para comunicar cuya utilización en el aula caracteriza y determina la calidad de la enseñanza en las escuelas de educación secundaria en la época actual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Language teaching in secondary school, as conceived during the twentieth century, has changed with emergence of new information and communication technologies applied to education. The new literacies have caused the increasingly need of teaching secondary school students how to improve their language as social practices from the multi-literacy perspective. This will allow them to access, discriminate, modify and transmit information to meet a better profile of graduation at this education level. In this sense, it&#8217;s necessary to execute innovation actions on the curriculum of the Spanish subject at this level. The aim is for professors to merge in their teaching a closer conception of those of the student&#8217;s contexts, to extend the scopes of that towards a multimodal teaching. This does not abandoning the normative aspects of the language and openly considers the new ways and pillars to communicate, which use in the classroom, defines and determines teaching quality at secondary schools in the current time.]]></p></abstract>
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<kwd lng="es"><![CDATA[literacidad]]></kwd>
<kwd lng="es"><![CDATA[prácticas sociales de lenguaje]]></kwd>
<kwd lng="es"><![CDATA[nuevos alfabetismos]]></kwd>
<kwd lng="es"><![CDATA[multimodalidad]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[languaje as social practices]]></kwd>
<kwd lng="en"><![CDATA[new literacies]]></kwd>
<kwd lng="en"><![CDATA[multimodality]]></kwd>
</kwd-group>
</article-meta>
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