Publication: Scaffolding Academic Literacy en el contexto de formación inicial de maestros: proceso y resultados de una investigación-acción educativa
Loading...
Files
Official URL
Full text at PDC
Publication Date
2019-05
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Citations
Exportar
Abstract
El presente trabajo presenta una propuesta de implementación de la metodología Scaffolding Academic Literacy para el tratamiento de la lectura y la escritura académica en el contexto de la formación inicial de maestros en España. Dicha propuesta ha sido desarrollada en los términos de un ciclo de investigación-acción con el objetivo final de examinar su incidencia en el rendimiento lectoescritor de los alumnos de 1º de Grado en Educación Primaria de la Facultad de Educación de Toledo (UCLM) en la asignatura troncal Lingüística Aplicada a la Enseñanza (curso 2017-2018). En primer lugar se describen las acciones correspondientes a las tres primeras fases del ciclo de investigación-acción desarrollado (planificación-acción-observación). En segundo lugar, en consonancia con la última fase de evaluación, se examina la incidencia de la metodología aplicando un diseño de investigación cuasiexperimental que responde al modelo pretest-postest con grupo de control no equivalente. A este respecto, se ha evaluado una muestra de 113 textos correspondientes al género explicación secuencial mediante un esquema de puntuación analítico diseñado al efecto y se ha cotejado el rendimiento intragrupal e intergrupal de los estudiantes sometiendo las puntuaciones de las tres tareas de lectura y escritura realizadas durante el curso a una serie de análisis estadísticos ANOVA. Sus resultados confirman un avance en la calidad de los textos del grupo experimental, sobre todo en las categorías del esquema de puntuación vinculadas a la expresión del propósito comunicativo y la organización de la información; no obstante, se plantea la necesidad de reconsiderar el tratamiento didáctico de la valoración del tema y la sintaxis de modalidad escrita de los estudiantes en el siguiente ciclo de investigación-acción.
This paper presents a proposal for the implementation of Scaffolding Academic Literacy, a methodology focused on the training of academic reading and writing in tertiary education. The proposal has been developed as an action-research cycle with the aim of examining its impact on the literacy performance of novice students in the Bachelor's Degree in Primary Education of the Faculty of Education of Toledo (UCLM) in the first year core subject Applied Linguistics for the Teaching and Learning of Spanish as a First Language (2017-2018). Firstly, actions related to the starting three phases of the action- research cycle (planning-action-observation) are described. Secondly, regarding the last phase of evaluation, the effect of SAL is examined by applying a quasi-experimental design study of pretest-postest with non-equivalent control group. Thereby, a sample of 113 texts corresponding to the sequential explanation genre was evaluated by means of an analytical scoring scheme designed for this purpose, after which intra-group and inter-group students performance was checked by submitting the scores of the three reading and writing tasks carried out during the cycle to a series of ANOVA statistical analysis. Results support an improvement in the quality of texts of the experimental group, especially in the categories linked to communicative purpose and informative organization; nevertheless, there is a need to reconsider the pedagogic treatment of students appraisal and syntax of written modality in the next cycle of action-research.
This paper presents a proposal for the implementation of Scaffolding Academic Literacy, a methodology focused on the training of academic reading and writing in tertiary education. The proposal has been developed as an action-research cycle with the aim of examining its impact on the literacy performance of novice students in the Bachelor's Degree in Primary Education of the Faculty of Education of Toledo (UCLM) in the first year core subject Applied Linguistics for the Teaching and Learning of Spanish as a First Language (2017-2018). Firstly, actions related to the starting three phases of the action- research cycle (planning-action-observation) are described. Secondly, regarding the last phase of evaluation, the effect of SAL is examined by applying a quasi-experimental design study of pretest-postest with non-equivalent control group. Thereby, a sample of 113 texts corresponding to the sequential explanation genre was evaluated by means of an analytical scoring scheme designed for this purpose, after which intra-group and inter-group students performance was checked by submitting the scores of the three reading and writing tasks carried out during the cycle to a series of ANOVA statistical analysis. Results support an improvement in the quality of texts of the experimental group, especially in the categories linked to communicative purpose and informative organization; nevertheless, there is a need to reconsider the pedagogic treatment of students appraisal and syntax of written modality in the next cycle of action-research.
Description
UCM subjects
Unesco subjects
Keywords
Citation
• Bazerman, C.; Little, J.; Bethel, L.; Chavkin, T.; Fouquette, D. y Garufis, J. (2005). Reference Guide to Writing Across the Curriculum. West Lafayette, Indiana: Parlor Press-The WAC Clearinghouse. Recuperado de https://wac.colostate.edu/books/referenceguides/bazerman-wac/
• Bernstein, B. (1990). The Structuring of Pedagogic Discourse. London: Routledge.
• Bosch, M B. y Scheuer, N. (2006). Resumir para estudiar: concepciones de estudiantes en primer año de universidad. En J. L. Pozo et al. (Eds.), Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos (pp. 341-357). Barcelona: Graó.
• Carlino, P. (2005). Escribir, leer y aprender en la universidad: una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura económica de Argentina.
• Castelló, M. (2014). Los retos actuales de la alfabetización académica: estado de la cuestión y últimas investigaciones. Enunciación, 19(2), 346-365. doi: 10.14483/10.14483/udistrital.jour.enunc.2014.2.a13
• Dreyfus, S., Humphrey, S., Mahboob, A. y Martin, J. (2016). Genre Pedagogy in Higher Education. The SLATE Project. Houndmills, Basingstoke, Hampshire – Nueva York: Palgrave Macmillan.
• Halliday, M.A.K. (1985). Introduction to Functional Grammar. London: Edward Arnold.
• Kuiper, C., Smit, J., De Wachter, L. y Elen, J. (2017). Scaffolding tertiary students´writing in a genre-based writing intervention. Journal of Writing Research, 9(1), 27-59. doi: 10.17239/jowr-2017.09.01.02
• Lillis, T. y Scott, M. (2007). Defining academic literacies research: issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1) 5–32. doi: 10.1558/japl.v4i1.5
• Martin, J.R. (1993). A contextual theory of language. En B. Cope y M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 116-136). Londres: The Falmer Press.
• Martin, J. R. (1999). Mentoring semogenesis: “genre-based” literacy pedagogy. En F. Christie (Ed.) (2000), Pedagogy and the shaping of consciousness. Linguistic and social processes. Londres: Continuum.
• Martin, J. R. y Rose, D. (2008). Genre relations: Mapping culture. Londres: Equinox.
• Moyano, E. y Natale, L. (2012). Teaching Academic Literacy Across the University Curriculum as Institutional Policy: The Case of the Universidad Nacional de General Sarmiento. C. Thaiss et al. (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (pp. 23-34). Fort Collins, Colorado: The WAC Clearinghouse. Recuperado de https://wac.colostate.edu/books/perspectives/wpww/
• Moyano, E. y Giudice, J. (2016). Un programa de lectura y escritura universitario: Lineamientos teóricos, características y resultados de aplicación. Revista Grafía, 13(1), 33-59. doi: 10.26564/16926250.655
• Parodi, G. (2010). Alfabetización académica y profesional en el Siglo XXI: Leer y escribir desde las disciplinas. Santiago: Ariel.
• Rose, D. (2008). Redesigning Foundations: integrating academic skills with academic learning. En J. Garraway (Ed.), Conversations about Foundation (pp. 15-39). Cape Peninsula, Australia: Fundani Centre & Cape Peninsula University of Technology. Recuperado de http://www.readingtolearn.com.au/articles-books-reports-on-r2l/
• Rose, D. y Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. Londres: Equinox.
• Rose, D., Chivizhe, L. L., Mc Knight, A. y Smith, A. (2003). Scaffolding Academic Reading and Writing at the Koori Centre. Australian Journal of Indigenous Education, 32, 41-49. Recuperado de http://www.readingtolearn.com.au/articles-books-reports-on-r2l/
• Rose, D., Rose, M., Farrington, S. y Page, S. (2008). Scaffolding Literacy for Indigenous Health Sciences Students. Journal of English for Academic Purposes, 7(3), 165-179. Recuperado de http://www.readingtolearn.com.au/articles-books-reports-on-r2l/