Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.1.30
Charles Bazerman, Yaneth Gonz�lez Pinz�n
principios de este año ha sido publicada por el Ministerio de educación la Ley Orgánica de Educación (LOE) que se implantará en los próximos años, y que nace con la preocupación fundamental de ofrecer una educación capaz de responder a las necesidades cambiantes y las nuevas demandas que se plantean en nuestra sociedad. Esta aspiración de lograr que la educación sea un instrumento de mejora de la sociedad y de la vida de sus individuos no constituye en sí misma algo novedoso, ya que se ha mantenido constante y ha dado lugar a una importante evolución de los distintos sistemas educativos y formativos a través de distintas fases en cada una de las cuales se ha tenido que dar respuesta a los retos prioritarios de cada momento histórico y social. Esta evolución, que a nivel legal se ha logrado a través de sucesivas leyes, ha traído consigo avances fundamentales para toda la sociedad. Por ejemplo, el concepto de aprendizaje fue objeto de importantes cambios al largo del siglo pasado, como lo prueba la ingente cantidad de investigación educacional y la práctica subyacente. De un primer concepto “mecanicista”, asociado a lecturas comportamentalistas, confinando el aprendizaje a un proceso de adquisición de respuestas, han surgido, progresivamente, concepciones más dinámicas del acto de aprender (Mayer, 2004). El alumno entendido, en la primera mitad del siglo XX, como una mera máquina de adquisición de respuestas, pasa, posteriormente, a considerarse como un procesador de información que recibe, transforma, utiliza y recupera información. Más tarde, especialmente, en la década de los noventa (del siglo pasado), el alumno asume un papel central en el proceso de enseñanzaaprendizaje. Él es el artesano, el verdadero actor del proceso, pasando a ser entendido como un constructor activo de conocimiento. Siguiendo esta lógica, el proceso de construcción de significados se constituye como elemento central del proceso de enseñanza-aprendizaje. El aprendizaje de los contenidos, conceptos, explicación de fenómenos físicos o sociales, normas y valores, ocurre cuando, y solo cuando, el alumno es capaz de atribuirles un significado personal. Bajo este presupuesto, el foco del aprendizaje, antes centrado en el profesor y en sus metodologías instruccionales, pasa ahora a los conocimientos que el alumno va construyendo y hacia las dimensiones cognitivas, motivacionales y de comportamiento por él activadas en su actividad de aprendizaje (Rosário y Almeida, 2005). Considerar el alumno como el principal responsable del aprendizaje, no significa que “todo tiene que dársele hecho”, más bien que “todo tiene que ser hecho por él (y con él)”. Así, para progresar en la escuela, como en cualquier ámbito de la vida, es necesario actuar, cuestionar, comprender y transformar; en una palabra, ¡trabajar! Del alumno se requiere el primer paso para que estudiar y aprender sea una actividad substantiva y transformadora del sujeto, en tanto que cambia su comprensión de la realidad. A la
{"title":"Presentaci�n","authors":"Charles Bazerman, Yaneth Gonz�lez Pinz�n","doi":"10.37514/int-b.2019.0421.1.30","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.1.30","url":null,"abstract":"principios de este año ha sido publicada por el Ministerio de educación la Ley Orgánica de Educación (LOE) que se implantará en los próximos años, y que nace con la preocupación fundamental de ofrecer una educación capaz de responder a las necesidades cambiantes y las nuevas demandas que se plantean en nuestra sociedad. Esta aspiración de lograr que la educación sea un instrumento de mejora de la sociedad y de la vida de sus individuos no constituye en sí misma algo novedoso, ya que se ha mantenido constante y ha dado lugar a una importante evolución de los distintos sistemas educativos y formativos a través de distintas fases en cada una de las cuales se ha tenido que dar respuesta a los retos prioritarios de cada momento histórico y social. Esta evolución, que a nivel legal se ha logrado a través de sucesivas leyes, ha traído consigo avances fundamentales para toda la sociedad. Por ejemplo, el concepto de aprendizaje fue objeto de importantes cambios al largo del siglo pasado, como lo prueba la ingente cantidad de investigación educacional y la práctica subyacente. De un primer concepto “mecanicista”, asociado a lecturas comportamentalistas, confinando el aprendizaje a un proceso de adquisición de respuestas, han surgido, progresivamente, concepciones más dinámicas del acto de aprender (Mayer, 2004). El alumno entendido, en la primera mitad del siglo XX, como una mera máquina de adquisición de respuestas, pasa, posteriormente, a considerarse como un procesador de información que recibe, transforma, utiliza y recupera información. Más tarde, especialmente, en la década de los noventa (del siglo pasado), el alumno asume un papel central en el proceso de enseñanzaaprendizaje. Él es el artesano, el verdadero actor del proceso, pasando a ser entendido como un constructor activo de conocimiento. Siguiendo esta lógica, el proceso de construcción de significados se constituye como elemento central del proceso de enseñanza-aprendizaje. El aprendizaje de los contenidos, conceptos, explicación de fenómenos físicos o sociales, normas y valores, ocurre cuando, y solo cuando, el alumno es capaz de atribuirles un significado personal. Bajo este presupuesto, el foco del aprendizaje, antes centrado en el profesor y en sus metodologías instruccionales, pasa ahora a los conocimientos que el alumno va construyendo y hacia las dimensiones cognitivas, motivacionales y de comportamiento por él activadas en su actividad de aprendizaje (Rosário y Almeida, 2005). Considerar el alumno como el principal responsable del aprendizaje, no significa que “todo tiene que dársele hecho”, más bien que “todo tiene que ser hecho por él (y con él)”. Así, para progresar en la escuela, como en cualquier ámbito de la vida, es necesario actuar, cuestionar, comprender y transformar; en una palabra, ¡trabajar! Del alumno se requiere el primer paso para que estudiar y aprender sea una actividad substantiva y transformadora del sujeto, en tanto que cambia su comprensión de la realidad. A la ","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130357575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.01
Anne-Marie Chartier
{"title":"Los efectos de la escritura en la lectura. Una aproximaci�n hist�rica","authors":"Anne-Marie Chartier","doi":"10.37514/int-b.2019.0421.2.01","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.01","url":null,"abstract":"","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129008048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.20
D. Russell
North American Writing Studies (naws) has for more than 30 years found Miller’s theory of genre as social action (1984) useful and productive. That theorizing is much indebted to the phenomenological tradition, as Miller’s theory itself is based on Alfred Schutz’s concept of typification (1989), drawn from phenomenological sociology, which Schutz in large measure founded. Similarly, current theories of embodied cognition are based on phenomenology, inspired by Merleau-Ponty, and his theory of embodied perception (2012). In this paper I put into dialog two recent formulations of the phenomenological perspective on writing: Charles Bazerman’s theory of literate action (2013) and emerging theory on writing as embodied cognition (Dryer & Russell, 2017; Römmer-Nossek, 2015; Russell, 2017), in order to suggest a connection with a third perspective, information processing cognitive theories, in the tradition of John R. Hayes, which emphasize cognitive load limits. The connection is evolutionary cognitive load theory (eclt), which measures the effects of cognitive load under conditions where participants can utilize functional systems developed prior to the acquisition of literacy, the inactive, embodied habits they have learned from the womb, in order to perform literacy tasks more efficiently, often surpassing the limits of working memory unaided by them.
北美写作研究(naws)在30多年的研究中发现，米勒的体裁作为社会行动理论(1984)是有用且富有成效的。这种理论化很大程度上得益于现象学传统，因为米勒的理论本身是基于阿尔弗雷德·舒茨(Alfred Schutz)的类型化概念(1989)，该概念来自于舒茨在很大程度上创立的现象学社会学。同样，目前的具身认知理论基于现象学，受到梅洛-庞蒂及其具身知觉理论(2012)的启发。在本文中，我将关于写作现象学观点的两种最新表述放入对话中:查尔斯·巴泽曼(Charles Bazerman)的文学行动理论(2013)和新兴的将写作作为具身认知的理论(Dryer & Russell, 2017;Rommer-Nossek, 2015;Russell, 2017)，以提出与第三个观点的联系，即信息处理认知理论，在John R. Hayes的传统中，强调认知负荷限制。这种联系是进化认知负荷理论(eclt)，它测量了认知负荷在参与者可以利用在获得识字之前开发的功能系统的条件下的影响，这些功能系统是他们从子宫里就学会的非活动的、具体的习惯，为了更有效地完成识字任务，经常超过工作记忆的限制。
{"title":"Perception and Recognition of Textual Genres: A Phenomenological Approach","authors":"D. Russell","doi":"10.37514/int-b.2019.0421.2.20","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.20","url":null,"abstract":"North American Writing Studies (naws) has for more than 30 years found Miller’s theory of genre as social action (1984) useful and productive. That theorizing is much indebted to the phenomenological tradition, as Miller’s theory itself is based on Alfred Schutz’s concept of typification (1989), drawn from phenomenological sociology, which Schutz in large measure founded. Similarly, current theories of embodied cognition are based on phenomenology, inspired by Merleau-Ponty, and his theory of embodied perception (2012). In this paper I put into dialog two recent formulations of the phenomenological perspective on writing: Charles Bazerman’s theory of literate action (2013) and emerging theory on writing as embodied cognition (Dryer & Russell, 2017; Römmer-Nossek, 2015; Russell, 2017), in order to suggest a connection with a third perspective, information processing cognitive theories, in the tradition of John R. Hayes, which emphasize cognitive load limits. The connection is evolutionary cognitive load theory (eclt), which measures the effects of cognitive load under conditions where participants can utilize functional systems developed prior to the acquisition of literacy, the inactive, embodied habits they have learned from the womb, in order to perform literacy tasks more efficiently, often surpassing the limits of working memory unaided by them.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115597707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.09
Wendy Bibiana Mendoza C�rdenas, Oscar Favián Ortiz Reyes
{"title":"Producci�n de subjetividades en universitarios a partir de pr�cticas de lectura y escritura","authors":"Wendy Bibiana Mendoza C�rdenas, Oscar Favián Ortiz Reyes","doi":"10.37514/int-b.2019.0421.2.09","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.09","url":null,"abstract":"","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128438245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.17
Guillermo Cordero Carpio, Paula Carlino
{"title":"El an�lisis de la actividad docente: un medio para reflexionar sobre el uso epist�mico de la escritura en una asignatura de ingenier�a","authors":"Guillermo Cordero Carpio, Paula Carlino","doi":"10.37514/int-b.2019.0421.2.17","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.17","url":null,"abstract":"","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132175921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.37514/int-b.2019.0421.2.07
Eva Margarita God�nez L�pez, Luisa Josefina Alarcón Neve
The present study gives evidence about the use of specialized lexicon in academic writing as a feature of discursive competence, since academic skills include the knowledge and use of topic-related vocabulary to communicate and interact with others in school context. The purpose of this study was to identify the repertoire and the extent of usage of specialized terms used by a group of students through the exam of the nouns in their texts, and relate them to the rates given by expert judges to establish if specialized lexicon is valued as an expression of academic discursive competence. The repertoire was extracted from 120 texts produced by students of a private high school in central Mexico in their Spanish and Literature class. Tests of variance were conducted over the texts sample to find differences according to their rates. The results show that, in fact, the curricular subject in which the writing task was carried out provides a specialized lexical input that is adopted by the students in their texts, and that the greater this repertoire is and the more it is used, they are better valued by experts. These findings open a window to the exploration of didactic possibilities to promote the acquisition of disciplinary vocabulary as an important feature of academic competence.
{"title":"El l�xico especializado como expresi�n de la competencia discursiva acad�mica en ensayos producidos por j�venes escolarizados en una clase de literatura","authors":"Eva Margarita God�nez L�pez, Luisa Josefina Alarcón Neve","doi":"10.37514/int-b.2019.0421.2.07","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.07","url":null,"abstract":"The present study gives evidence about the use of specialized lexicon in academic writing as a feature of discursive competence, since academic skills include the knowledge and use of topic-related vocabulary to communicate and interact with others in school context. The purpose of this study was to identify the repertoire and the extent of usage of specialized terms used by a group of students through the exam of the nouns in their texts, and relate them to the rates given by expert judges to establish if specialized lexicon is valued as an expression of academic discursive competence. The repertoire was extracted from 120 texts produced by students of a private high school in central Mexico in their Spanish and Literature class. Tests of variance were conducted over the texts sample to find differences according to their rates. The results show that, in fact, the curricular subject in which the writing task was carried out provides a specialized lexical input that is adopted by the students in their texts, and that the greater this repertoire is and the more it is used, they are better valued by experts. These findings open a window to the exploration of didactic possibilities to promote the acquisition of disciplinary vocabulary as an important feature of academic competence.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125772886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/int-b.2019.0421.2.03
Joseph Carvalho
Many students in Higher Education have difficulties with reading and writing for academic purposes as their new context implies specific cultural and social practices, new genres, and new epistemological positions. An analysis of the Portuguese reality places the question beyond the borders of Higher Education. Analysis reveals Portuguese university students face specific reading and writing difficulties requiring complex uses of language. After considering possible social, cultural and economic causes that may underlie such difficulties, this analysis locates the primary cause in the Portuguese educational system and the literacy practices Portuguese students are involved in throughout their whole schooling path. The contrast between the reading and writing tasks students are expected to perform in Higher Education and those they used to perform at lower school levels suggests that any effective approach to academic writing should cover the whole schooling process. As well, the approach should also take into account language uses students perform daily outside school which are often different and distant from those discourses valued within academia.
{"title":"Academic Literacy Enhancement along the Schooling Path-Students� Reading and Writing Practices in Portuguese Schools and Universities","authors":"Joseph Carvalho","doi":"10.37514/int-b.2019.0421.2.03","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.03","url":null,"abstract":"Many students in Higher Education have difficulties with reading and writing for academic purposes as their new context implies specific cultural and social practices, new genres, and new epistemological positions. An analysis of the Portuguese reality places the question beyond the borders of Higher Education. Analysis reveals Portuguese university students face specific reading and writing difficulties requiring complex uses of language. After considering possible social, cultural and economic causes that may underlie such difficulties, this analysis locates the primary cause in the Portuguese educational system and the literacy practices Portuguese students are involved in throughout their whole schooling path. The contrast between the reading and writing tasks students are expected to perform in Higher Education and those they used to perform at lower school levels suggests that any effective approach to academic writing should cover the whole schooling process. As well, the approach should also take into account language uses students perform daily outside school which are often different and distant from those discourses valued within academia.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130398735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/int-b.2019.0421.2.11
María Elena Molina, Paula Carlino
As in other countries, in Argentine universities writing is usually relegated both to the margins of the curriculum (via a general composition course) and to the margins of the courses (in which it is often assigned and then assessed without being explicitly integrated into the instruction). In this context, we explored two singular courses where, on the contrary, teachers have been intertwining writing and disciplinary concepts to mediate meaningful teachers and students’ interactions about contents. This chapter examines how the responsibility towards knowledge construction was managed to increase the participation of students in Linguistics and Biology first-year classrooms. We systematically observed and analyzed classes to identify how writing, whose epistemic potential has been pointed out by numerous investigations, encouraged students’ participation. Following the Theory of Joint Action in Didactics (Sensevy, 2007; 2011), we show that writing served as a way of sharing, constructing and negotiating knowledge. In particular, we found that (a) writing had a different prominent function in each class (as a teaching object in the Linguistics classroom and as a learning tool in the * Post-doctoral fellow with the National Council for Scientific and Technical Research (Conicet, Argentina). Assistant Professor at the Universidad Nacional del Sur (Argentina). Member of Giceolem (Group for Educational Quality and Inclusiveness by Taking Care of Reading and Writing in all Subjects). E-mail: elena.molina@uns.edu.ar ** Principal Research Professor with the National Council for Scientific and Technical Research (Conicet, Argentina), based at the Universidad de Buenos Aires. Full Professor with the Universidad Pedagógica Nacional (Argentina). Chair of Giceolem. E-mail: giceolem@gmail.com. [https://sites.google.com/site/giceolem2010/who-are-we]. 236 | María Elena Molina & Paula Carlino Biology course); and (b) these different functions were enabled by the didactic contracts and the milieus that teachers and students shared.
与其他国家一样，在阿根廷的大学里，写作通常被放在课程的边缘(通过一般的写作课程)和课程的边缘(在这些课程中，写作经常被分配和评估，而没有明确地纳入教学)。在这种背景下，我们探索了两门独特的课程，相反，教师一直在将写作和学科概念交织在一起，以调解教师和学生关于内容的有意义的互动。本章探讨了知识建构的责任是如何管理的，以增加学生在语言学和生物学一年级课堂的参与。我们系统地观察和分析课堂，以确定写作(其认知潜力已被许多调查指出)如何鼓励学生参与。遵循共同行动理论(Sensevy, 2007);2011)，我们表明写作是一种分享、构建和协商知识的方式。特别是，我们发现(a)写作在每个班级都有不同的突出功能(在语言学课堂上作为教学对象，在国家科学和技术研究委员会博士后(阿根廷Conicet)中作为学习工具)。国立南方大学(阿根廷)助理教授。Giceolem(关注所有科目阅读和写作的教育质量和包容性小组)成员。E-mail: elena.molina@uns.edu.ar **国家科学和技术研究委员会(阿根廷Conicet)首席研究教授，总部设在布宜诺斯艾利斯大学。阿根廷国立大学Pedagógica正教授。Giceolem主席。电子邮件:giceolem@gmail.com。[https://sites.google.com/site/giceolem2010/who-are-we]。236 | María Elena Molina & Paula Carlino生物学课程);(b)这些不同的功能是由教学合同和教师和学生共享的环境实现的。
{"title":"Writing as a Way of Participating in Knowledge Construction in Two Argentine University Classrooms","authors":"María Elena Molina, Paula Carlino","doi":"10.37514/int-b.2019.0421.2.11","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.11","url":null,"abstract":"As in other countries, in Argentine universities writing is usually relegated both to the margins of the curriculum (via a general composition course) and to the margins of the courses (in which it is often assigned and then assessed without being explicitly integrated into the instruction). In this context, we explored two singular courses where, on the contrary, teachers have been intertwining writing and disciplinary concepts to mediate meaningful teachers and students’ interactions about contents. This chapter examines how the responsibility towards knowledge construction was managed to increase the participation of students in Linguistics and Biology first-year classrooms. We systematically observed and analyzed classes to identify how writing, whose epistemic potential has been pointed out by numerous investigations, encouraged students’ participation. Following the Theory of Joint Action in Didactics (Sensevy, 2007; 2011), we show that writing served as a way of sharing, constructing and negotiating knowledge. In particular, we found that (a) writing had a different prominent function in each class (as a teaching object in the Linguistics classroom and as a learning tool in the * Post-doctoral fellow with the National Council for Scientific and Technical Research (Conicet, Argentina). Assistant Professor at the Universidad Nacional del Sur (Argentina). Member of Giceolem (Group for Educational Quality and Inclusiveness by Taking Care of Reading and Writing in all Subjects). E-mail: elena.molina@uns.edu.ar ** Principal Research Professor with the National Council for Scientific and Technical Research (Conicet, Argentina), based at the Universidad de Buenos Aires. Full Professor with the Universidad Pedagógica Nacional (Argentina). Chair of Giceolem. E-mail: giceolem@gmail.com. [https://sites.google.com/site/giceolem2010/who-are-we]. 236 | María Elena Molina & Paula Carlino Biology course); and (b) these different functions were enabled by the didactic contracts and the milieus that teachers and students shared.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132684961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/int-b.2019.0421.2.05
Helen Lines, D. Myhill, Susan Jones
Explicit grammatical knowledge is often referred to as metalinguistic knowledge, which can be brought into conscious awareness and verbalised. Theoretical studies distinguish between explicit and implicit; declarative and procedural knowledge (Gombert, 1992); and between the ability to analyse language and to control it (Bialystok, 1994), and conceive of these as significant in metalinguistic development. Yet, little is known about how school-aged learners develop metalinguistic understanding, and what facilitates transfer into “enabling tools” for writing (Myhill, 2005, p.89). This paper presents findings from a nationally-funded longitudinal study, conducted in two primary schools and two secondary schools in South West England over three years, investigating development in metalinguistic understanding and its relationship to development in writing, and the influence of teaching. A broad set of qualitative data was collected: observations of writing lessons; writing samples, and writing conversations with focus students in each class. These probed students’ ability to talk explicitly about language choices, including the use of grammatical metalanguage, and their “applied” understanding of how grammar constructions can create particular effects. Data analysis illustrates: * University of Exeter, UK. E-mail: H.E.Lines@exeter.ac.uk ** University of Exeter, UK. E-mail: D.A.Myhill@exeter.ac.uk *** University of Exeter, UK. E-mail: Susan.M.Jones@exeter.ac.uk 114 | Helen Lines, Debra Myhil l & Susan Jones · how some students can explicitly articulate choices about their writing following explicit teaching of a grammar point; · how some students are able to use grammatical structures in their writing but struggle to articulate understanding; · how a teacher’s pedagogical actions are significant in developing or constraining students’ metalinguistic knowledge of writing. The study signals the significance of appropriate metalinguistic pedagogical interventions in developing students’ metalinguistic understanding of writing and provides important insights into the relationship between declarative and procedural knowledge.
{"title":"The Relationship between Metalinguistic Understanding, Student Writing and Teaching","authors":"Helen Lines, D. Myhill, Susan Jones","doi":"10.37514/int-b.2019.0421.2.05","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.05","url":null,"abstract":"Explicit grammatical knowledge is often referred to as metalinguistic knowledge, which can be brought into conscious awareness and verbalised. Theoretical studies distinguish between explicit and implicit; declarative and procedural knowledge (Gombert, 1992); and between the ability to analyse language and to control it (Bialystok, 1994), and conceive of these as significant in metalinguistic development. Yet, little is known about how school-aged learners develop metalinguistic understanding, and what facilitates transfer into “enabling tools” for writing (Myhill, 2005, p.89). This paper presents findings from a nationally-funded longitudinal study, conducted in two primary schools and two secondary schools in South West England over three years, investigating development in metalinguistic understanding and its relationship to development in writing, and the influence of teaching. A broad set of qualitative data was collected: observations of writing lessons; writing samples, and writing conversations with focus students in each class. These probed students’ ability to talk explicitly about language choices, including the use of grammatical metalanguage, and their “applied” understanding of how grammar constructions can create particular effects. Data analysis illustrates: * University of Exeter, UK. E-mail: H.E.Lines@exeter.ac.uk ** University of Exeter, UK. E-mail: D.A.Myhill@exeter.ac.uk *** University of Exeter, UK. E-mail: Susan.M.Jones@exeter.ac.uk 114 | Helen Lines, Debra Myhil l & Susan Jones · how some students can explicitly articulate choices about their writing following explicit teaching of a grammar point; · how some students are able to use grammatical structures in their writing but struggle to articulate understanding; · how a teacher’s pedagogical actions are significant in developing or constraining students’ metalinguistic knowledge of writing. The study signals the significance of appropriate metalinguistic pedagogical interventions in developing students’ metalinguistic understanding of writing and provides important insights into the relationship between declarative and procedural knowledge.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125766430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/int-b.2019.0421.2.12
Maria Izabel Rodrigues Tognato, J. Dolz
This study presents the results of an implementation and the analysis of a didactic sequence in the language teacher education aiming to discuss the possible reconfigurations in the formative practices focused on writing as a process and the knowledge necessary to teacher education. For this, we grounded our studies on the theoretical assumptions of Sociodiscursive Interactionism (sdi) (Bronckart, 1997/2009), the genre-based approach to language teaching (Bakhtin, 2003; Schneuwly & Dolz, 2004), language capacities (Schneuwly & Dolz, 2004; Cristovão, 2009, 2013; Cristovão & Stutz, 2011; Stutz & Cristovão, 2011), the procedure of Didactic Sequence (Dolz, Noverraz &, Schneuwly, 2004), conceptions of writing and rewriting (Menegassi, 2005; 2010; Dolz, Gagnon & Decândio, 2010; Beato-Canato, 2008; Beato-Canato & * This work is a result of post-doctoral research developed at unige-University of Geneva-fapseFaculté de Psychologie et des Sciences de l’Education, supervised by the professor Dr. Joaquim Dolz, to whom I am very grateful for the partnership and collaboration, subsidized by the scholarship system capes, process number bex 0767-15-8. ** University of Geneva, Switzerland. I am very grateful to Professor Joaquim Dolz for this special partnership. E-mail: belinhatog@yahoo.com.br *** Universidade Estadual do Paraná, Campo Mourão, Brazil. We are grateful to Professor Charles Bazerman for his intellectual guidance, insightful and valuable criticism. We also thank Professor Marileuza Ascencio Miquelante for her valuable reading of this work and her contributions. E-mail: joaquim.dolz-mestre@unige.ch 256 | Maria Izabel Rodrigues Tognato & Joaquim Dolz Cristovão, 2014) and the knowledge to be taught and the knowledge for teaching (Hofstetter & Schneuwly, 2009). A didactic sequence focused on writing was implemented and analyzed in the English language initial teacher education context at unespar-Universidade Estadual do Paraná-Campus de Campo Mourão-pr, in Brazil, in 2015. Some future teachers’ initial and final papers were analyzed in order to identify some aspects of their learning and education processes. The critical analysis of the didactic sequence implemented and the future teachers’ written productions allowed us to reflect on the future teachers’ learning and development needs and the necessary knowledge to the formative practices, revealing that the work with writing as a process, the articulation among different textual genres, and the necessary adjustments to the didactic sequence can be significant tools to the development of teacher’s argumentative and professional capacities.
{"title":"Writing as a Process in Teacher Education: Analysis of a Didactic Sequence","authors":"Maria Izabel Rodrigues Tognato, J. Dolz","doi":"10.37514/int-b.2019.0421.2.12","DOIUrl":"https://doi.org/10.37514/int-b.2019.0421.2.12","url":null,"abstract":"This study presents the results of an implementation and the analysis of a didactic sequence in the language teacher education aiming to discuss the possible reconfigurations in the formative practices focused on writing as a process and the knowledge necessary to teacher education. For this, we grounded our studies on the theoretical assumptions of Sociodiscursive Interactionism (sdi) (Bronckart, 1997/2009), the genre-based approach to language teaching (Bakhtin, 2003; Schneuwly & Dolz, 2004), language capacities (Schneuwly & Dolz, 2004; Cristovão, 2009, 2013; Cristovão & Stutz, 2011; Stutz & Cristovão, 2011), the procedure of Didactic Sequence (Dolz, Noverraz &, Schneuwly, 2004), conceptions of writing and rewriting (Menegassi, 2005; 2010; Dolz, Gagnon & Decândio, 2010; Beato-Canato, 2008; Beato-Canato & * This work is a result of post-doctoral research developed at unige-University of Geneva-fapseFaculté de Psychologie et des Sciences de l’Education, supervised by the professor Dr. Joaquim Dolz, to whom I am very grateful for the partnership and collaboration, subsidized by the scholarship system capes, process number bex 0767-15-8. ** University of Geneva, Switzerland. I am very grateful to Professor Joaquim Dolz for this special partnership. E-mail: belinhatog@yahoo.com.br *** Universidade Estadual do Paraná, Campo Mourão, Brazil. We are grateful to Professor Charles Bazerman for his intellectual guidance, insightful and valuable criticism. We also thank Professor Marileuza Ascencio Miquelante for her valuable reading of this work and her contributions. E-mail: joaquim.dolz-mestre@unige.ch 256 | Maria Izabel Rodrigues Tognato & Joaquim Dolz Cristovão, 2014) and the knowledge to be taught and the knowledge for teaching (Hofstetter & Schneuwly, 2009). A didactic sequence focused on writing was implemented and analyzed in the English language initial teacher education context at unespar-Universidade Estadual do Paraná-Campus de Campo Mourão-pr, in Brazil, in 2015. Some future teachers’ initial and final papers were analyzed in order to identify some aspects of their learning and education processes. The critical analysis of the didactic sequence implemented and the future teachers’ written productions allowed us to reflect on the future teachers’ learning and development needs and the necessary knowledge to the formative practices, revealing that the work with writing as a process, the articulation among different textual genres, and the necessary adjustments to the didactic sequence can be significant tools to the development of teacher’s argumentative and professional capacities.","PeriodicalId":106018,"journal":{"name":"Conocer la Escritura: Investigaci�n M�s All� de las Frontera | Knowing Writing: Writing Research Across Borders","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116859780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：