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Language Didactics and Literature Teaching

The document describes 5 key descriptors about the teaching of language and literature. Each descriptor covers a topic such as oral communication, reading, writing, communicative competence, and the teaching of literature. Theoretical concepts, teaching models, teaching strategies, and assessment are analyzed for each of these central topics of language and literature.

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4 views2 pages

Language Didactics and Literature Teaching

The document describes 5 key descriptors about the teaching of language and literature. Each descriptor covers a topic such as oral communication, reading, writing, communicative competence, and the teaching of literature. Theoretical concepts, teaching models, teaching strategies, and assessment are analyzed for each of these central topics of language and literature.

Translated by

ScribdTranslations
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Descriptors:

1. Field and object of Language Didactics.

Brief history of its teaching in Argentina. Current approaches


methodological. Educational policies regarding the Language. The curriculum of
Language and its development in the school context. Didactic programming:
purposes, selection and organization of contents, teaching resources,
evaluation. ICT and language teaching.

2. Oral communication.

Characterization. Functions, situations, discourse genres, competencies


and strategies involved. Criteria for correction and adequacy. The
oral interaction, listening comprehension, and oral production as
teaching processes. Planning, teaching and evaluation of the
oral communication. Evaluation criteria and instruments. Processes of
metacognition. ICT and other teaching resources.

3. The reading.

Reading comprehension models. The teaching of reading: why read,


What to read and how to read. Teaching how to read and forming a reader. Types of reading.
Reading pacts. Search strategies, selection, critical interpretation
and reorganization of information. Search engines, virtual libraries,
software programs to develop and assess reading comprehension.
Promotion of reading. Oral reading. Criteria and instruments of
evaluation.

4. Writing as a social practice.

Functions, discursive genres, social representations. Writing


as a process: theoretical models and their didactic projection. Diagnosis of
the main difficulties in the writing of students. The intervention
teacher and the implementation of didactic strategies for teaching
writing. Evaluation criteria. Working with drafts. Writing
creative. Writing workshops. ICT and the teaching of production
writing: new formats, the word processor and its aids, the
possibility of participating in a discursive community.

5. Communication competence and its relationship with competence


linguistics.

Discursive competence. Teaching of discursive aspects and


Textual. Reflection on linguistic varieties in school. The role of
metalinguistic reflection. Didactic implications of the consideration of
the pragmatic aspects. Place of the regulation: concepts of error and of
adaptation. The teaching of grammar from the system and from the
Text. The meaningful learning of spelling. The evaluation:
tratamiento pedagógico del error. La autocorrección. El léxico y su didáctica.
ICT and the teaching of linguistic content. Sites, resources,
programs.

Didactics of Literature

Descriptors:

1. The school teaching of literature in Argentina.

Brief history. Current debate on the role of Literature in education


mandatory. Review of the didactic models in teaching the
literature. The role of the history of literature, of literary genres,
of text commentary, of literary criticism, of resources and
conventions.

2. The aesthetic-literary competition.

Adoption of different reading positions (efferent and aesthetic). The role of


the text library and the library in the formation of a reader. Criteria and
literary analysis models. Factors that influence the development of
reading habit. Programs, strategies, and resources for promoting reading.
Literary workshops.

3. The school literary canon as a socio-historical-cultural construction and


as a rule.

Canon, centrality, and margins. Teachers as actors in the


construction of the school canon. Literature for young people. Criteria for the
selection of readings. Inventories.

4. The prescriptions and suggestions for the teaching of literature.

An alternative planning: lesson scripts or teaching sequences.


Expectations, contents, and strategies to enable reading and writing.
place of literary theories and modeling analyses. The reading workshop
and writing as a didactic proposal. The evaluation.

5. Didactic and technological resources for literature teaching.

School manuals. Stories of literature. Dictionaries. Criteria for their


selection. Virtual libraries, teaching sequences, videos, new
formats: blogs and virtual literary magazines.

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