PLAGIO MAL COMUNICADO EN LAS ESCUELAS SUECAS
DOI:
https://doi.org/10.37536/ej.2023.31.2119Palabras clave:
plagio, alumnos adolescentes, ILE, lectura en línea, escritura de parcheResumen
Aunque el plagio tiene una historia mucho más larga, muchos profesores de inglés han observado que la cantidad de plagio ha aumentado ligado al uso de Internet. El artículo comienza con una revisión de la literatura que demuestra que, aunque se ha prestado mucha atención a los estudiantes universitarios en entornos académicos, se ha prestado poca atención al plagio en las escuelas. Otros estudios indican que el plagio es más frecuente cuando las personas escriben en su L2 y cuando trabajan con fuentes en línea. En conjunto, la revisión sugiere que es necesario realizar estudios sobre el plagio en L2 en los centros escolares, en particular estudios en los que los alumnos trabajen con fuentes en línea en lengua inglesa.
El artículo presenta un estudio en el que se entrevistó a alumnos de 14 a 17 años de centros de secundaria suecos sobre el uso de textos fuente en una clase de inglés. También se entrevistó a sus profesores y a profesores de secundaria. Un análisis fenomenológico de las entrevistas reveló un desajuste entre las instrucciones de los profesores, la comprensión de las instrucciones por parte de los alumnos y la interpretación de la conducta de copia por parte de los profesores. Las opiniones de los alumnos se basaban principalmente en las razones pedagógicas dadas por sus profesores para explicar por qué no debían copiar el trabajo de otras personas, más que en ideas relacionadas con la propiedad de las ideas. Los profesores entendían las actividades principalmente en términos de copieteo y pereza.
Citas
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