| Sumario: | The aims motivating this study are to show some of the difficulties in writing faced by undergraduate students whose mother tongue is not Spanish, and to provide a socio-historical understanding of students from other cultures through an analysis of a corpus of 22 examples of autobiographical discourse. No attempt is made to indicate particular errors linked to textual cohesion, but rather to highlight some of the difficulties that arise from being educated in a language other than the mother tongue. From an interdisciplinary perspective, the theoretical methodological procedure followed in this study is based on discourse analysis, primarily according to the French school (Pécheux, Focault), which in turn is associated with a concept of bilingualism, notes on textual linguistics and contributions from studies on the phenomenon of identity.
|
|---|
