Jerga docente, sus cambios a partir de la mediación tecnológica de los procesos de enseñanza

Abstract

This article examines the transformation of teacher jargon in technologically mediated teaching contexts between 2020 and 2024, focusing on primary school teachers at the Chiloé Educational Institution in the municipality of Soacha, Cundinamarca, Colombia. The study adopts a sociolinguistic approach to identify changes in the lexical repertoire used by educators as a result of the transition to virtual instruction, the use of digital platforms, and the need to maintain effective communication with students and their families. Through a systematic literature review, the study traces the conceptual development of teacher jargon in research conducted across Ibero-America during the twenty-first century. It highlights the relevance of teacher jargon within language studies and the expansion of the concept toward related notions surrounding this sociolinguistic phenomenon. Additionally, a content analysis of classroom interactions was conducted on ten virtual and ten face-to-face classes to examine the changes in teacher jargon resulting from the technological mediation of teaching across diverse educational contexts. As a third methodological instrument, semi-structured interviews were conducted with ten primary school teachers to explore the factors underlying the observed changes in educators’ jargon.