Didactics of the language

and literature

Fundamentals of Didactics
of language and literature
CONTENT
1. Objectives.

[Link] to the concept of didactics.

[Link] didactics of language and literature.

Linguistic framework.
Discursive and sociocultural framework.
Literary framework.
Psychopedagogical framework.

[Link] styles of didactics in the classroom.

[Link] pedagogy.

[Link] between pedagogy and didactics.

7. Bibliography.
 Didactics of language and literature 3

Objectives [Link] know formally speculative, but virtually

practical, whose own goal is to make decisions
• Analyze the concept of the term didactics. hypothetically mandatory regulations on
the interactive jobs, teachers and students,
• Assimilate the specifics of language didactics. congruent with the channels or methods of information,
• Know the main aspects of didactics whose own method is the optimal sequencing
of literature. indicative, repetitive, pressing, or open about the
• Analyze didactics from a cultural perspective. student and, whose purpose is instruction or integration
of the culture.
Introduction to the concept Finally, Alisedo (2004) defines that the didactics of the
of didactics language is the set of elaborated discourses about
from the teaching and learning of this complex of
When referring to the field of education knowledge that constitutes the language, plus the set of
and from the training, one of the first concepts that explicit speeches about the relationships between the
it must be fully known and analyzed is the school status and the interdisciplinary status.
didactics, regardless of the subject or type of
training that will be scheduled and taught. Thus, When considering all these definitions, it is possible to affirm
in the dictionary of the Royal Academy of the Language is that didactics is the science of teaching and learning.
three meanings are found for this term, namely: From a pedagogical point of view, it is the way
in which the teacher transmits his knowledge
1. Adj. Belonging or related to teaching. previously acquired, in such a way that it stimulates
to their students for the learning of these. It is inevitable
[Link], appropriate for teaching or instructing. Method, see the close relationship between didactics and the terms of
didactic genre. Didactic work. acquisition and transmission, since teaching provokes
[Link]. Pertaining to or related to didactics. a certain learning and the didactics of the teacher is
the one that finally drives the acquisition, internalization
On the other hand, in the Dictionary of the Sciences of the ... and practice of this.
Education (1988:408-409) includes the following six
definitions for this same concept:
Specific didactics of
1. Teaching of school subjects.
language and literature
[Link] innate and intransferable gift for communicating knowledge
possessed. The disciplines related to the didactics of
the following languages are:
[Link] resources for what students learn
to facilitate with norms for the internalization of culture • The tongue.
and models of positive behavior for • Semiotics.
community or group.
• Anthropology.
[Link] systems of repeatable sequences • The philosophy of language.
optimizers to internalize culture based on
normative decisions, prescribed or mandated. Camps accurately illustrates the relationships
interdisciplinary in the didactics of the language of the
5. Principles or postulates on normative decisions
next way (Figure 1):
teachers for learning.

Figure [Link] related to the Didactics of Language (Camps, 1998).

 Didactics of language and literature 4

In relation to this interdisciplinary classification, it is Literary framework

possible to talk about four fundamental frameworks under the
what governs the teaching of language and literature, as Literary semiotics:conception of the literary text
it can be seen below (Table 1): as an element with communicative function.
Literary Pragmatics:analysis of the study of the
Linguistic framework relationships of signs with users and the context
communicative.
Pragmatics:discipline whose object of study is the Empirical theory of literature:assignment of
use of language in its production context. meaning to literary texts.
Semiotics:is responsible for studying signs and their Aesthetic theory of reception:the literary work
meaning in social life. it only exists when it is read.
Text Linguistics:studyofthetextanditsqualities
that define them. Psychopedagogical framework
Discourse analysisanalysis of language in its Psycholinguistics:is responsible for analyzing the
use, of the importance of discourse in its context psychological processes through which beings
and the cultural circumstances in the use of humans acquire and use language (Table 4).
language. It is important to highlight that in this type of analysis
the context is very important (Table 2). The interest of psycholinguistics is very broad and goes
beyond those processes. In addition, he is interested in the
Discursive and Sociocultural Framework study of the following questions:
Sociolinguistics:analysis of the conditions • Psychobiological conditions of language.
social and contextual factors in which they occur
• The relationships between language and knowledge.
facts of linguistics.
• The theories that explain verbal behavior.
Sociology of languageanalysis of the social context of
the language, of its social aspects. In sociology • The production and comprehension of discourse.
there are three important concepts in language, • The acquisition of language.
namely, bilingualism, mastery, diglossia (Table 3). • The development of symbolic function.
Ethnomethodology:conversation analysis • The development of writing and reading processes.
spontaneous, negotiation, and interaction.
Symbolic interactionism:analysis of the
linguistic interactions as structured acts
among participants.

Didactics of language and literature

Marco Discursive framework and Marco Marco
linguistic sociocultural literary psychopedagogical
• Literary semiotics.
• Pragmatics.
• Sociolinguistics. • Literary Pragmatics. • Psycholinguistics.
• Semiotics.
• Sociology of language. • Empirical theory of the • Cognitive psychology.
• Text Linguistics.
• Ethnomethodology. literature. • Pedagogy.
• Discourse analysis.
• Symbolic interactionism. • Aesthetic theory of the
reception.

Table [Link] frameworks in the teaching of language and literature.

Interactive aspects that allow for identification and definition of

Social context
situations and actions.
Cultural context Shared cultural concepts by a community.
Cognitive context The accumulated experience and its structure in memory.
Table [Link] of context.
 Didactics of language and literature 5

It occurs in speakers who perfectly master two languages and are capable
Bilingualism
to use them alternatively.
Domain It is a domain of linguistically significant social use.
Use of two or more varieties of the same language with functions
Diglossia
different.
Table [Link] in the Sociology of Language.

Understanding The way in which people understand spoken and written language.

Speech production How people produce language.

Acquisition The way in which the language is acquired/learned.

Table [Link] processes of language acquisition and use.

Cognitive psychology:studies mental processes •Technical style:he is the teacher who does not care about
involved in knowledge. There are two theories its own teaching work nor by all that dimension
about cognitivism which has a great influence what can influence education. It is a teacher who
in the teaching of the language: adeptly, in a functional manner.
Piaget(1946-1949). Their theories influence the Practical style:exercised by that teacher who
cognitive and functional processes involved takes his professional and human work very seriously.
and the acquisition and development of the language through They are reflexive and motivate the student to learn.
symbolization processes, based on interaction to learn. They may seem unprofessional in the
with the medium. regarding the conceptual aspects of the curriculum.
Ausubel, Novaky Hanesian(1986). Define the Collaborative style:assume your responsibility in
concept of meaningful learning through the teaching/learning process and makes that
which the user develops their own schemes of the student is aware of theirs. This profile of
knowledge through a process of differentiation characterized by cooperative work.
progressive which can lead to conflict Planning style:he is a teacher who plans his
cognitive between what is known and what is learned. performances well in advance having in
Pedagogy:it focuses on the study of training count the interests and motivations of the students.
andstudiesthesocio-culturalcomponentofeducation. Evaluates the process, responds, and is proactive.
Research style:it is oriented towards generation
Application styles of of new knowledge with a gaze

the didactics in class interdisciplinary. Keeps the participant active and engaged
student and seeks to have a sense as well
researcher in their learning.
Since the study of didactics is a key element
in teacher training, the development of a profile
the teaching didactic role will be an aspect that must be The pedagogy
always present. There are different teaching styles
that every teacher can exercise: Within this conceptualization, there is a close
link between the concept of didactics and the concept
Direct style:it is characterized by the way of pedagogy. A basic definition of the latter
in which the teacher explains or presents concepts it postulates that pedagogy is the science responsible for
or procedures, involve the student in the study the methodology and the techniques that are applied
learning process, asking questions. to teaching and education, that is, the practice
Through this style, greater achievements are attained. educational or teaching method in a subject
academic results. determined. Consequently, the objectives of this
Indirect style:it is characterized by little direction Science is to plan, evaluate, and execute processes.
of the teaching staff, due to the little leadership it exercises, in of teaching and learning. In general terms, there are
change, take on a facilitator role in which you guide the two types of pedagogy:
student and respond to their needs and interests.
•General:it refers to universal issues
about research and action in education.
•Specifies:they are centered on experiences and realities
more concrete on a specific subject.
 Didactics of language and literature 6

At the same time, there is a more complete classification. Jean-Jacques Rousseau (1712-1778). He was one of
about the different types of pedagogy, within which los autores más reconocidos de la Ilustración.
the following pedagogies are listed: He affirmed that education is a way of
social domain, in which some impose themselves over
Childhood Pedagogyits object of study is the others through knowledge.
children, taking into account for this the aspects
evolutionary changes that occur during the stages of Ovide Decroly(1871 – 1924). He focused his studies
in the analysis of children's perception. From
development. This approach considers this stage of
the interests of children are explained by the
especially important because in it one acquires
procedures for capturing reality by
the fundamental competencies for the rest of
on his part. It would be necessary for him to apply methods
life.
educational that are in tune with the way of
Conceptual pedagogy:has as its main purpose perceive the world.
developing thought, values, and the
Lev Vygotsky(1986 - 1924). Highlighted the importance
skills that, depending on the age, the person has
of the environment in the development of children, opposing
student. It is further divided into affective, cognitive
to Piaget's theories. It considers the social environment
and expressive.
as a key piece in the learning process.
Critical pedagogy:its fundamental objective is to That social activity allows for explanation in the consciousness.
transform the traditional education system to of the students.
develop critical thinking in students.
Celestin Freinet(1986 - 1966). Proposed a
Aquatic Pedagogyit is the relationship that exists between pedagogy directly linked to interests
pedagogy and psychology, focusing on of children, placing them in an active role.
the psychological processes that occur during
Paulo Freire(1921 – 1997). He is the creator of a
learning. Those aspects where the most is
pedagogy in which individuals are trained
central are the learning disorders and the
through real situations of their daily life.
vocational guidance.
It proposes two stages, the first in which the individual
Throughout history, many authors have been. become aware of the reality in which you live and in
who have focused their studies on pedagogy. The most the second, in which the oppressed will fight to
free themselves from their oppressors.
relevant have been:

Jean Piaget(1986-1980). He studied and defined the

different stages of development in the stage of
Relationship between pedagogy
development of children. Their studies allowed and didactics
identify the sensorimotor stages (from 1 to 5)
years), preoperative (from 2 to 7 years), of operations Considering the aforementioned, it is possible to
concrete (from 7 to 11 years) and formal operations to affirm that pedagogy focuses on the how,
(from 12 years old). why, the where, the manner and the who of the process
of teaching and learning. Thus, the relationship between
Pedagogy and didactics can be given as follows
way (Figure 2 - Table 5):

Scientific and methodological orientation of Didactics is the orientation

educational task. of teaching.

Relationship between knowledge and the

social practice and the global
and the specific.

Figure [Link] between pedagogy and didactics.

 Didactics of language and literature 7

Pedagogy Didactics
How to educate? How to teach?
Pedagogy is the science that guides didactics, which focuses on a specific aspect of pedagogy.
teaching work. what is teaching activity.

Table [Link] and didactics.

Other characteristics that occur in the relationship between the • Theory of observational learning. Discuss
pedagogy and didactics are the following: the unique validity of behaviorism and introduces the
component of observation as an element
• Pedagogy indispensable in learning. Its main
- It is based on developmental psychology. the one who defends the idea was Albert Bandura
- It draws on anthropology and sociology. what the person's response is to a situation
- It is done through programs or projects Concerta depends greatly on the response.
educational. what has been observed previously in other people.
Children, for example, tend to imitate behavior.
• The didactics or answer from their parents.
- It is based on the Psychology of learning. • Behaviorist theory of learning. It focuses on
- Resorts to the handling of media, how the data obtained through
of the curricular design, of the study plan, etc. perception is organized through the
- It is manifested in the curriculum. mental constructions that each person already
possesses thanks to the interaction with the environment.
At this point, it is advisable to analyze the concept of
learning psychology that is closely Such mental schemes are evolving
related to didactics. Learning is a and developing through experience.
key element in personal development, about • Theory of trial and error. Its main figure
everything, in its early stages of development, since the It was Thorndike who defended the theory that the
relationship and interaction that human beings have with learning takes place through the method of
their environment fosters continuous learning, which trial and error. It is supposed that the more
what causes the development of their feelings, skills essays or tests made by a minor will be
and thoughts. This learning will bring with it a the probability of making a mistake.
change in behavior as a consequence of
that experience. The following table presents some of the
fundamental proposals of each of the
Throughout history, there have been many theories that learning theories mentioned (Table 6):
they have focused their research on the psychology of
learning. The most relevant are: To finalize, after having completely analyzed
the concept of didactics, its evolution and influences, is pertinent
• Theory of behavioral learning. Behaviorism collect that its main elements are the following
It is a theory that originated in the United States. (Figure 3):
at the beginning of the 20th century, whose main reference
It was B.F. Skinner. He explains learning in terms of
of the relationships that people have towards a
determined stimulus. Each stimulus generates a
concrete response and determine the consequences
that follow their realization.
 Didactics of language and literature 8

Theories of Learning
Conductivism Cognitivism Constructivism Connectivism
The student
The student is not taken into account El alumno adquiere e s e n c i a l m e n t e Aprendizaje y ICT.
an active and active role, demands The student creates content and
account in the design of the
responsible in their adapted training guides their own process
information.
learning. to their needs and learning.
interests.
The learning
The learning yes
is centered in Learning is informal
Learning is not only meaningful,
knowledge y through the network
significant. realistic practical y and I continue.
skills observables
and measurable. social

The actions
formative son
active: use of training actions training actions
The training actions of tools that are adapted: if they are open: the process of
they are closed: they present potential processes cover the learning needs go beyond
structured content, cognitive in that of the students, exist in the physical classroom, are used
immediate rewards, activities facilitates collaborative practices, social media and the Internet
feedback, guidance on the processing of the time that is a tool for
objectives. content, at the same time favors interaction and the acquisition of new
that communication is favored. knowledge.
connection between the
prior knowledge.
Table [Link] theories.

Elements of the
didactics

Contents Objectives Professor

Medium Resources Student

Methods

Figure [Link] of didactics.

 Didactics of language and literature 9

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