UDL/School of Education

Language and Communication and its Didactics III

Year 2016
Nombre: Caroline Suazo poblete
Teacher: María Paz Vargas
Assistant: Macarena Córdova

READING MATRIX

The following reading matrix aims to serve as a consultation tool when conducting the main evaluations.
from the course, these are the theoretical exam, the planning, and the pedagogical reflection. To carry out this matrix, you must complete the following table, which associates
Each text, reviewed in the course, with a specific theme and indicates its key concepts, their definition, and their relevance from the didactics of competence.
oral.

Theme Reference Key concepts Definition Relationship of the main concepts

Barragán, C. et al. (2005).
Talk in class. How
working on oral language in
the center school
Barcelona: Grao.

i. 1.1. Vilá, M. (2002). - competence is the teacher's ability to establish pedagogical communication
Speak to learn to oral effective and efficient with their students, by developing in their personality a meta-discursive reflection is a key element
talking better: the balance flexible style and achieve desired educational outcomes. from didactics, a reflection is made on a
between the use of the language and speech to develop competence
communicative, allowing to develop the goal
the reflection. In Barragán cognition in students, that is, being
et al., Speaking in class: - reflexiónEs el rol reflexivo de la producción lingüística, se centra en el juego si se crean consciente de sus procesos, debido a que permite
how to work the tongue metadiscursive in the classroom, situations of using language articulated with situations of making decisions regarding one's own learning,
oral at the school center. reflection on the use. It allows for a reflection on all elements adapting to different ones. situations a
Barcelona: Grao. of communicative competence. communicative (sociolinguistics)
ii. 1.2. Camps, A. (2002).
Speak in class, learn
language. In Barragán et al.,
Speaking in class: how
working on oral language in
the center school Speak It relates to dialogue; it makes concepts evident, such as
Barcelona: Grao. to learn also allows the transformation in dynamic contrast with those of the
companions and with what the teacher proposes, as a learning objective.
The dialogue arises as a need for reflection on issues that
they affect the relationship between people, attitudes, values, and to moral formation
of children and young people. Dialogue also arises as a necessity of the
social interaction, to promote conceptual development.

Palou, J., Bosch, C. - Situation Set of elements involved in a communicative act: the sender;
(coords.) (2005). The communicative the receiver; the message; the place and the moment where the act takes place,
speech oral etc. links to the specific place and the exact moment in which everyone
Barcelona: Editorial these elements act and interrelate.
Graó. (pp. 15-34).

-Participants, - Participants: it should be observed; how many there are and what characteristics they have
framework and objective (gender,age, social level, etc.), one must consider what role it is that
they perform (there is always a meaning related to the context). The
participants maintain an emotional bond among themselves.
Marco: It is the factor of time and space (we always find ourselves in a now
and here). As for time, the lack of time or the fact of not having
hurry is a decisive factor. In the case of space, it is distinguished between-
public spaces (dining room, the classroom is a public space) each of these
places exert their influence on the conversations we have and in
our behaviors. And there is also private space.
Objective: It is about knowing the reason that brings the participants together.
distinguish between external causes (work) and internal causes (meeting with
friends). The purposes that different situations may pursue
Communicative aspects can be varied and will always relate to the text.
 that the participants want to create within a defined framework

Communication Communication is multichannel because among the interlocutors flow the

multichannel words, the gesture, the smells, the looks. Therefore, in studies dedicated
In oral communication, linguistic elements are placed in such a way
relevant like the prosodic, paralinguistic, kinetic and the
proxemics.

Resources Verbal resources: Verbal language is characterized by using language.

verbal, no written or oral. Presents a sender - receiver - message - context - channel -
verbals and code.
paraverbals
Non-verbal resources: Non-verbal communication plays the role of
complement, emphasize, and regulate what is expressed through words.
Non-verbal communication includes the following modalities: kinesthetic
(gestures, body movements), proxemic (use of the physical space where
unfolds the speaker and also the perception that he has of his
close environment.), iconic (They are the images of the objects, their
symbolic representation. This language includes road signage,
traffic, the signs we see on the streets of the city, the images of the
written media, whether posters or advertising; the works
artistic: sculptures and paintings.

Paraverbal resources: This type of language has the dual function of

improve the understanding of verbal language and encourage the expression of
feelings, emotions, and attitudes of the speaker. The paraverbal language
It consists of a series of features that complement the language.
verbal: The volume, The rhythm, Tone of voice, The repetitions, Links,
Sounds, Silences.

Speech acts They produce a certain effect on the person who listens to us, since
when we speak for things to happen, each of the statements
linguistic signals produced by a speaker so that things happen, so that they
 carry out an action. This is adapted to social conventions.
There are 3 types of speech acts: locutionary act (literal meaning), illocutionary act
(the value that the statement acquires) and perlocutionary act (the effect it produces)
statement).

-Competition It is related to the mastery of the linguistic code. The contents of

linguistics The references are: phonetics, lexicon and semantics, morphology and syntax.

Competition Related to the combination of grammatical forms and of the

discursive meanings to achieve a coherent and cohesive text of any kind
genre. The reference contents are coherence, cohesion and the
discursive variety.

competition Related to the knowledge and skills of the speakers to

sociolinguistics adapt the productions to the communication situations, including the
proxemic and kinetic aspects. The reference contents are the
adaptation to the context, the purpose of the interaction, the rules and the
characteristic conventions of interaction.

Competition Related to verbal and non-verbal communication strategies that

strategic they can be used to compensate for deficiencies caused by limitations and
shortcomings and to promote the effectiveness of communication. Contents
The reference is to rhetorical and courtesy strategies.
Tusón Valls, A. (1994). -legitimate language Value of use, utility, social differentiation for certain things. It is practical-without Language is considered part of social reality and
Equal before the language, value, since society is the one that establishes the social markers for the cultural, and at the same time as a symptom of that
unequal in use. Bases use of language reality - observe how people
sociolinguistics for the they communicate one can understand part of it
development discursive.- capital They are the knowledge and skills that students bring with them, important for their behavior norms.
Signos Journal, 12, 30-39. linguistic associated with their group of belonging. its values. The oral manifestations of the
languages are varied, usage shows that the
language is heterogeneous. Oral use is regulated,
Verbal repertoire Referring to the speech community, the verbal repertoire is made up of socioculturally existing usage norms.
All linguistic varieties (languages, dialects or registers) that are used are conditioned. Those norms refer to when
In that community and regarding its distribution in areas of use, socioculturally one can speak and when it is better to be silent, and to whom.
defined (family, school, work, commerce, etc.). talk and what topics, what register is appropriate
use in a given situation.

adaptation of Adequacy requires the language user to have sociolinguistic sensitivity to

the tongue to select the appropriate language in each communication. It means knowing how to choose from
context among all the linguistic solutions that the language gives you, the most appropriate for each
communication situation. That is, it is necessary to use the local dialect or the standard
more general according to the cases; and it is also necessary to master each of the registers
most common in the language: the moderately formal, the colloquial, the
most commonly used by the speaker, etc. This implies having quite a few
knowledge, even if subconscious, about linguistic diversity of the
language: knowing which words are local dialectisms, and that therefore would not be
understood outside of their scope, and which are general; to know the terminology
specific to each field. Ultimately, adequacy requires from the language user
sociolinguistic sensitivity to select the appropriate language in each
Communication. Being appropriate means knowing how to choose from all the solutions.
linguistic tools that the language gives you, the most appropriate for each situation of
communication. In other words, it is necessary to use the local dialect or the more general standard
according to the cases; and it is also necessary to master each of the records more
usual language: the moderately formal, the colloquial,
most commonly used by the speaker, etc. This implies having quite a few
knowledge, even if subconscious, about linguistic diversity of the
Language: to know which words are local dialectisms, and therefore would not be
understood outside of their scope, and which are general; to know the terminology
specific to each field. Ultimately, adequacy requires the language user
sociolinguistic sensitivity to select the appropriate language in each
communication.
Wertsch, J. (1998). The Plane It is the social-collective plane. First, the language comes from outside, it is repeated, and the intermental and intramental planes are related.
mind in action. Good intermental then it incorporates itself, until by repeating so much it integrates into the plan among themselves, since the forms of dialogic discourse
Aires: Aique. intramental. what mediates the intermental processes are used
to conform the intramental plane. The
-plan It is the psychological-individual plane. composition (of psychic functions)
intramental superiors), their genetic structure and their means of
action (Forms of mediation) - in one word, all
its nature is social - even when we
let's turn to the psychic processes (internal), their
It relates to the extent to which the interlocutors of a situation remain quasi-social. It is the sphere
Communicative intersubjectivity shares a perspective. It should be seen as a private tendency that human beings retain.
What characterizes human communication is a tendency that operates in tension with functions of social interaction.
dynamic with others often opposite. Knowledge is said and the other one
receives and it reproduces.

alterity It relates to the distinction between the self and the other. It is about "alternating" or
change one's own perspective for that of the "other", considering and having
the point of view of the one who thinks. I am different from the other, then
when something is transited, the other understands it differently and in this
interaction-dialogue generates something new (it is constructed).
Wertsch, J. (1998). The teaching Its function is for students to take on the active role of challenging others.
mind in action. Good reciprocal (focus questions, both students and teachers take on the role of guide
Air: Aique. in the oral one) the other members of the group, through acquired processes, organize in
I return to a set of strategies typically used by readers
experts - the forms of dialogue in these strategies are modeled first
by the teacher. Through 3 processes: show, systematize, and conceptualize.
then the teacher trains the students in its use in discussion contexts
group-students are introduced to their role as dialogue leaders, through the
explicit teachings, imitation of activities modeled by the teacher and the
teacher feedback to guide the discussion. The strategies
used are 4: to ask, to summarize, to clarify, and to predict.

Wells, G. and others

(2005).Towards Dialogue Teaching by This approach requires students to think systematically or
investigation (focus investigate to reach reasonable solutions to a problem. That is where the
in the classroom:
Teaching and learning in the oral importance of inquiry. Furthermore, inquiry-based teaching focuses on
for half of the in the student, not in the teacher; it is based on problems, not on solutions and
inquiry. promotes collaboration among students. This process occurs in a
atmosphere of physical, intellectual, and social learning. Lastly, inquiry
it fosters that teachers are better trained to help the
students to progress in their knowledge.

Approach of It is led by the adult, the students wait to absorb and

transmission memorizing what the adult instructor presents. It is related to the
traditional intersubjectivity.

Approach of It is led by the student, while the adult creates a rich environment.
acquisition for learning, the adult allows students to choose how to engage
in it. It is a learning alongside development.

Approach It involves the collaboration between the teacher and the student in the choice of the
participatory topics that will be studied and the manner in which they will be addressed. The
guided learning can precede development.