Creating and implementing a didactic sequence as an educational strategy for foreign language teaching
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Creating and implementing a didactic sequence as an educational strategy for foreign language teaching

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Creating and implementing a didactic sequence as an educational strategy for foreign language teaching

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dc.contributor.author Soler Pardo, Betlem
dc.contributor.author Villacañas de Castro, Luis Sebastián
dc.contributor.author Pich Ponce, Eva
dc.date.accessioned 2014-04-16T12:36:31Z
dc.date.available 2014-04-16T12:36:31Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/10550/34683
dc.description.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. Este texto gira en torno a una secuencia didáctica (SD) realizada durante el curso 2011-2012, en un grupo de 6º de primaria en la escuela pública Jaume I 'El Conqueridor' de Catarroja, Valencia (España), en el área de Enseñanza de lengua extranjera (inglés). Tuvo por objeto familiarizar a los estudiantes con la escritura de textos expositivos. Una serie de estrategias pedagógicas (redundancia de vocabulario, familiaridad con las ideas presentadas, y el uso de una hoja de control que potenciase la autonomía del alumnado) se pusieron en práctica para que el desarrollo de los talleres se experimentase como un proceso cohesionado, unitario y coherente. El diseño final de la SD logró un equilibrio entre el énfasis gramatical y el puramente ideacional y, como resultado de esto, el alumnado mejoró su familiaridad y su uso de las características principales del texto expositivo sin perder nunca el interés durante el proceso de aprendizaje.
dc.relation.ispartof Ikala revista de lenguaje y cultura, 2013, vol. 18, num. 3, p. 31-43
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Soler Pardo, Betlem Villacañas de Castro, Luis Sebastián Pich Ponce, Eva 2013 Creating and implementing a didactic sequence as an educational strategy for foreign language teaching Ikala revista de lenguaje y cultura 18 3 31 43
dc.subject Anglès
dc.subject Llenguatge i llengües Ensenyament
dc.title Creating and implementing a didactic sequence as an educational strategy for foreign language teaching
dc.type info:eu-repo/semantics/article
dc.date.updated 2014-04-16T12:36:31Z
dc.identifier.idgrec 092680

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