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The writing as a representation of the ideas of learners from the middle school.
INTRODUCTION
In this work, my desire is that you as a teacher, understand and know the main troubles or
challengers in the middle school, specially, of the 3rd grade, to express and represent their ideas
about any topic, even if those ideas are simples. I'd like to colaborate for the youngs
communicate their guesses, feelings, desires and ideas with the writing.
ANALISYS
I took as a reference the final document “La enseñanza – aprendizaje de las habilidades
comunicativas” (Román Jiménez Osorio, 2008) about of the significative writing and the
importance to create ideas to every text in English language. I'll work an action – research like
an activity started in groups or communities to change their problems and situation.
I think that every writing o reading begins since the basic knowledge and each person has
communicative skills because the individual has developed a level of communication according
to their cultural background. In addition, a creative writing to defend and capture the meaning
that the middle school student understands of various types of information.
COMPARE WITH
The article proposes a theoretical-instrumental discussion of the beliefs about the teaching and
learning of second languages students bring with them to teacher education programs. The
discussion will be rooted in the analysis of a corpus represented by a discourse series made up
of questionnaires administered in the opening class of TLTL. The questionnaire collects some
general information about the students´ previous education, and guides them to narrate
memorable learning experiences with the intention of bringing to light their beliefs about
teaching and learning and generating self-reflection on which to construct their learning. It will
also represent a springboard to reconsider future teaching proposals in the domain of learning
and teaching languages in Teacher Education Programs. The analysis of the questionnaires will
be oriented by an interpretative, narrative perspective, and enriched by the contributions of
discourse analysis (Fairclough, 2001), and the theoretical-conceptual framework of Systemic
Functional Linguistics (Halliday & Matthiessen, 2004).
CONCLUTION
Generally speaking, the concepts to be learned in the foreign language discipline that
are explicit to students are given in the introduction of each unit in their books; for
example, 'likes and preferences'. These concepts should obviously not be new
for them; on the contrary, they are part of their daily life in Spanish, they should
understand what 'salute', 'presentation' or 'description' means. However, the
complexity of the new language to learn does not lie in its concepts. I think there are
concepts that, although they are constantly using them, they don't even know how they handle
in their own language, and even sometimes they don't use them properly.