enseñanza de la oralidad
189190414
La ensenanza de la oralidad en la clase de lengua: preguntas y respuestas
L'oralitat, la lectura i l'escriptura son practiques a partir de les quals el coneixement circula pel centre, alhora que son objecte d'ensenyament. Treballar l'oralitat a l'aula implica aclarir diverses questions, perque de parlar se n'apren fora de l'escola. El present article planteja aquestes questions a les quals es fa front durant l'ensenyament de l'oralitat i ofereix propostes per treballar ne els nuclis problematics principals.
Paola Iturrioz
200994613
El uso de la novela grafica manga como herramienta didactica en la ensenanza de la oralidad y escrita em espanol como lengua extrajera
O presente trabalho oferece ao professor de espanhol como lingua estrangeira (ELE) a possibilidade de considerar o genero manga como uma ferramenta didatica que pode abrir portas para o ensino de uma segunda lingua, a grande diversidade de temas como: aventuras, amor, esporte, sexualidade e outros, faz do manga acessivel a todas as idades e generos. Alem de possuir uma particularidade notavel para sua aplicacao em aulas, que e sua incontestavel popularidade atualmente. Outro ponto relevante do comic japones e, a presenca de imagens com caracteristicas muito reais, o que confere um ensino fundado tambem no "ludico' visto que o manga concede aos estudantes motivacao e interesse para desenvolver os exercicios propostos. O manga pode tambem englobar as quatros destrezas linguisticas (leitura, escrita, oral e auditiva) Utilizamos em este trabalho autores como, ALONSO (2010) PARADA (2012) POMATA (2012) que nos possibilitam falar do manga no ensino de linguas. Por conclusao, o comic japones pode ser utilizado como suporte para os professores de espanhol, em busca de bons efeitos no processo de ensino e aprendizagem de seus estudantes, alem de criar um ambiente favoravel ao ensino, visto que conta com elementos de humor y riso, coisas que podem tranquilizar os alunos os deixarem mais relaxados, tambem propomos atividades para trabalhar a escrita e a oralidade utilizando o manga.
Luis Sidney Nascimento Fiel
150690710
Una aproximacion de un estado de arte sobre ensenanza de la oralidad en educacion inicial
This work makes a search and compile of investigate documents about teaching orality in Initial Education in the last 20 years in Latin America. In order to know trends, perspectives, actions that have been done about this topic. Likewise, this type of investigation develops and analysis of the found findings. The work has a qualitative and descriptive method because it recollects information since different and particular positions for understanding the general view about orality in Initial Education. Therefore the trends found and analyzed them are perspectives about teaching orality, teacher`s work, pedagogical actions, methodologies tools and student's role.
P Valentina Guzman Paula Andrea
201350243
Reflexiones sobre la ensenanza de la oralidad a docentes en formacion inicial una reivindicacion de la oralidad
How can a song by Puerto Rican group Calle 13 interpellate a future educator? Is it worth teaching without talking or even listening to one another? Do we need to learn how to teach without talking or listening to one another? The academia seems to pay more attention to learning how to read and write than to talking and listening to each other and yet, does this scheme also apply to the curriculum of teacher education programs? What didactic strategies do teachers of this program to educate their students on their mother tongue use? In response to a pedagogic reflection on the standardization of curricula and baccalaureate programs by the Ministry of National Education provided under Resolution 02041 issued on February 3rd, 2016 "by virtue of which the specific characteristics of the quality of baccalaureate programs to obtain, renew or modify the Education Quality Accreditation are established" (MEN 2016, Page No. 1) it becomes evident, as a result of this research, that teacher education programs are lacking a serious component related to the oral speech skills in one's mother tongue an indispensable requirement to practice teaching. This study encompasses the linguistic didactic and discursive perspective of oral communication conceived firstly as part of the textual community that professor and dean Luis Pena (2008) considers as a space for all sorts of communication exchanges and, secondly, (ironically) to talk about it in writing. Having said that, since oral communication is the most frequent method to share ideas in this community, and as transcendental for any educational process (according to several authors quoted in this research) it becomes inconceivable to imagine a baccalaureate program which does not embrace oral communication as it should. Indeed, the main purpose of this research is identifying the didactic actions used by three teacher educators to train prospective teachers on the mother tongue component of the Baccalaureate Program in Modern Languages with an emphasis on English and French offered by Pontificia Universidad Javeriana, Bogota. Furthermore, this research involves the application of fundamental concepts in the field of teaching and linguistics, as well as data collection instruments such as logbooks and semi structured interviews. For this purpose, this project is framed within a qualitative type approach, under an interpretative paradigm and its design is outlined as non experimental and descriptive.
Torres Quinones Dupperly Nirvana
182577807
La ensenanza de la oralidad en el ambito academico
espanolLa ensenanza de la oralidad en los programas universitarios de abogacia resulta una herramientaindispensable para la formacion del estudiante. La exigencia de la sociedad en controlar el serviciode justicia del Estado impone la publicidad de las audiencias a traves de las herramientas tecnologicaspara su registracion, modificando inevitablemente la conducta de los operadores judiciales: magistrados, letrados, auxiliares y partes. Se persigue que la familiaridad, el conocimiento y las habilidadesque adquieran las nuevas generaciones en el uso de la oralidad redundara en inmediatez, efectivacontradiccion, buena fe y publicidad de los actos orales del juicio, beneficiando por logica consecuencia la abreviacion de los tiempos de los tiempos procesales. EnglishThe teaching of orality in University programmes of advocacy is an essential tool for the formationof the student. The demand of society in controlling the service of Justice of the State imposes the publicity of hearings through the technological tools for their registration, inevitably changing the conductof judicial operators: judges, lawyers, assistants and parts. Pursued that familiarity, knowledge andabilities that acquire the new generations in the use of orality is in immediacy, effective contradiction,good faith and oral acts of the trial publicity, benefiting by logical consequence shorthand for procedural times times
Roberto C Perez Cascella Alejandro M Andino
187640267
Capitulo 6. La ensenanza de la oralidad y de los generos orales en el nivel secundario segun los documentos oficiales
Paula Navarro
213595240
Comprension auditiva y percepcion multimodal: una nueva mirada a la comprension de la oralidad desde la coherencia al paradigma comunicativo de ensenanza de idiomas
espanolLa actividad comunicativa de la comprension auditiva suele ser la mas problematica para los aprendientes de lenguas extranjeras, debido a que es la destreza mas necesitada de una revision de los contextos en que se presenta en el aula desde la perspectiva de la percepcion humana: desentranar como escuchamos nos ayuda a determinar como aprender a escuchar otra lengua. En el marco de la percepcion multimodal, revisamos los fundamentos de la didactica de la comprension auditiva centrados en el espanol como lengua extranjera para justificar el cambio requerido hacia una didactica mas cercana a los preceptos del paradigma comunicativo, y volcaremos estas conclusiones en sugerencias de creacion y transformacion de actividades. EnglishThe communicative language activity of listening comprehension is frequently the most troubling for foreign language learners due to the need of review the communicative context where this skill happens in the classroom from the perspective of human perception: we can determine how to learn to listen other language unravelling how we listen. Within the framework of multimodal perception, we will review the basis of the didactics of listening comprehension focused on Spanish as Foreign Language (SFL) to justify the needed change towards a didactic closer to the Communicative Language Teaching Approach in SFL teaching, and we will extract suggestions for the creation and transformation of activities from our conclusions.
Aaron Perez Bernabeu
161911214
La ensenanza de la oralidad en el nivel secundario en Argentina: el caso del genero debate
Resumen: En los documentos prescriptivos elaborados en la Reforma educativa de 1993 la oralidad adquirio visibilidad como contenido de las clases de Lengua y Literatura. Sin embargo, su constitucion como objeto de ensenanza se centro en las diferencias entre oralidad y escritura y en la ensenanza de las tipologias textuales. En este contexto, el debate no se configuro como genero de texto oral que articula aspectos discursivos, textuales y linguisticos, sino que se redujo a un intercambio con secuencia conversacional dominante. Del analisis textual de los enunciados de seis entrevistas realizadas en 2013 con ensenantes argentinos que se desempenan en instituciones publicas del nivel secundario se desprende que algunas de las significaciones que la oralidad y el debate asumieron en los documentos prefigurativos se replican, en terminos de efectos, en las concepciones de los ensenantes. El analisis del trabajo docente, en el marco del interaccionismo sociodiscursivo (Bronckart, 2004) permite contemplar la relacion de ajuste o desajuste entre el trabajo prescripto en los documentos prefigurativos y las concepciones de los docentes acerca de su actuar en relacion con el desarrollo de la capacidad discursiva textual oral de los estudiantes. Palabras clave: ensenanza, oralidad, generos de textos, debate, analisis del trabajo docente Resumo: Nos documentos prescritivos elaborados na Reforma educacional de 1993 a oralidade adquiriu visibilidade como conteudo das aulas de Lingua e Literatura. Contudo, sua constituicao como objeto de ensino centrou se nas diferencas entre oralidade e escrita e no ensino das tipologias textuais. Neste contexto, o debate nao se configurou como genero de texto oral que articula aspectos discursivos, textuais e linguisticos, mas sim reduziu se a um intercambio com sequencia conversacional dominante. Da analise textual dos enunciados de seis entrevistas realizadas em 2013 com professores argentinos que trabalham em escolas publicas do nivel secundario (corresponderia ao 8deg e 9deg ano do Ensino Fundamental II e aos 3 anos do Ensino Medio) verifica se que algumas das significacoes que a oralidade e o debate assumiram nos documentos pre figurativos replicam se, em termos de efeitos, nas concepcoes dos professores. A analise do trabalho docente, no marco do interacionismo socio discursivo (Bronckart, 2004) nos permite contemplar a relacao de ajuste ou desajuste entre o trabalho prescrito nos documentos prescritivos e as concepcoes dos docentes acerca de seu agir em referente ao desenvolvimento da capacidade discursiva textual oral dos estudantes. Palavras chave: ensino, oralidade, generos de textos, debate, analise do trabalho docente
Paula Navarro
128506786
Problematica de la ensenanza de la oralidad en el procedimiento del derecho colombiano frente a las reformas del sistema acusatorio, ley 906 del 2004 y ley 1395 de julio de 2010 de descongestion judicial
Faced with the recent reform of judicial congestion, established with Law 1395 of July 2010, together with Law 906 of 2004, which comes to extend the application of oral proceedings in all branches of the judicial system in Colombia must develop. It was noted that the curriculum and therefore the teaching methods used to date, new strategies should be modified by both methodological and didactic, to guide a new approach to teaching in the classroom that encourages greater student participation. The proposal of an academic nature should be consistent with those rules
Luis Eduardo Villanueva Calderon
192967570
Importancia de la Oralidad en la ensenanza de la Historia
The present work gives importance to the teaching as an essencial aspect in the relation between the professor and the student, to methods and to oral expression which is expressed the professor's word. Taking into account the scientific and technical improvements introduced since the third Educational Revolution that renews the process and reveal in audiovisual aids aids used in Secundary Schools, from the presence of videolessons, Tvlessons, educational software.
Enrique Wilfredo Santos-Melendez Maria Concepcion Hernandez-Roger