Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language Teaching

Authors

  • Betlem Soler Pardo Universitat de València
  • Luis Sebastián Villacañas de Castro Universitat de València
  • Eva Pich Ponce Universidad de Sevilla

Keywords:

didactic sequence, language didactics, teaching English as a Foreign Language, expository text, writing skills

Abstract


This text focuses on a didactic sequence (DS) which was put into practice during the school year 2011–2012 with 6th grade students from the public school Jaume I ''El Conqueridor'' of Catarroja (Valencia) in the area of Teaching English as a Foreign Language (TEFL). The DS was applied to the teaching of an expository text, and different pedagogic strategies—vocabulary redundancy, familiarity with the ideas involved, and a checklist to encourage student autonomy—were implemented to allow students to experiment this practice as a coherent, cohesive process adapted to their needs. The final DS design stroke a balance between a grammatical and a purely ideational focus and, as a result, students were able to improve their acquaintance with, and use of, the main features of expository writing without becoming estranged in the learning process.

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Author Biographies

Betlem Soler Pardo, Universitat de València

Departament de Didàctica de la Llengua i la Literatura Assistant Professor

Luis Sebastián Villacañas de Castro, Universitat de València

Departament de Didàctica de la Llengua i la Literatura Assistant Professor

Eva Pich Ponce, Universidad de Sevilla

Department of French Assistant Professor

References

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Published

2014-02-12

How to Cite

Soler Pardo, B., Villacañas de Castro, L. S., & Pich Ponce, E. (2014). Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language Teaching. Íkala, Revista De Lenguaje Y Cultura, 18(3), 31–43. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/14099

Issue

Section

Empirical Studies