Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language Teaching
DOI:
https://doi.org/10.17533/udea.ikala.14099Keywords:
didactic sequence, language didactics, teaching English as a Foreign Language, expository text, writing skillsAbstract
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.
Downloads
References
Álvarez Angulo, T. (2001). Textos expositivo-
explicativos y argumentativos [Expositive-Explicative and Argumentative Texts]. Barcelona, Spain: Octaedro.
Bartolí, M. (2005). La pronunciación en la clase de lenguas extranjeras [The Significance of Pronunciation in the Foreign Language Classroom]. Phonica, 1, 1–27
Dolz, J. (1994). Seqüències didàctiques i ensenyament de la llengua: més enllà dels projectes de lectura i d'escriptura [Didactic Sequences and Language Teaching : Beyond Reading and Writing]. Articles de didàctica de la llengua i de la literatura, 2, 21–34.
Dolz, J. (2009, August). Los cinco grandes retos de la formación del profesorado de lenguas [Five Major Challenges for Language Teacher Training]. V SIGET. UCS: Universidade de Caxias do Sul. Caxias do sul: Brasil.
Dolz, J., & Schneuwly B. (2006). Per a un ensenyament de l'oral. Iniciació als géneres formals a l'escola [Learning Oral Skills. Introduction to Formal Genres in School]. Valencia, Spain: Biblioteca Sanchis.
Elliott, J. (1990). La investigación-acción en educación [Action-Research in Education]. Madrid, España: Ediciones Morata.
Gibbons, P. (2009). English Learners, Academic Literacy, and Thinking. Learning in the Challenge Zone. Portsmouth, England: Heinemann.
Martínez Laínez, A., & Rodríguez Gonzalo, C. (1995). Els textos expositius des d'una perspectiva didáctica [Expositive Texts from a Didactic Perspective]. Articles de Didàctica de la Llengua i de la Literatura, 4, 41–54.
Schneuwly, B., & Bain, D. (1994). Mecanismes de regulació de les activitats textuals: estratègies d'intervenció en les sequències didàctiques [Regulation Mechanism of Textual Activities: Intervention Strategies for Didactic Sequences]. Articles de didàctica de la llengua i la literatura, 2, 87–104.
Singleton, D. (1989). Language acquisition. The age factor. Clevedon, Avon, England: Multilingual Matters.
Torras, M. R., & Celaya, M. L. (2001). Age-related Differences in the Development of Written Production. An Empirical Study of EFL School Learners. International Journal of English Studies, 1(2), 103–126.
Wallace, M. J. (1998). Action Research for Language Teachers. Cambridge, England: Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2013 Íkala, Revista de Lenguaje Y Cultura
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
