Writing Across the Curriculum

Durante las últimas décadas, Latinoamérica ha demostrado un interés creciente por investigar la lectura y la escritura como actividades situadas. En educación superior, por ejemplo, las investigaciones sobre los procesos de enseñanza y aprendizaje de la lectura y escritura han aumentado considerablemente (cf. Navarro et al., 2016). En este contexto, la traducción al español de una obra clave del movimiento "Escribir a través del currículum" (en adelante WAC, por sus siglas en inglés), es un gran aporte a este espacio disciplinar latinoamericano en expansión. En primer lugar, esta traducción brinda una base terminológica legítima para aquellos investigadores que desean realizar sus investigaciones con el marco del WAC en español. En segundo lugar, porque el movimiento del WAC posee experiencia de casi medio siglo en cuanto a programas de escritura en todas las disciplinas y niveles educativos. Por tanto, este libro es un valiosísimo reservorio de experiencias, aprendizajes, pero también desencantos en cuanto a la enseñanza y el aprendizaje de la lectoescritura. Escribir a través del currículum. Una guía de referencia es una traducción del texto original en inglés, publicado en 2005 por las editoriales Parlor Press y WAC Clearinghouse, en Estados Unidos. El libro da cuenta de la complejidad de trabajar e investigar las prácticas letradas en todas las disciplinas en contextos educativos principalmente. Se trata, justamente, de una guía que presenta los lineamientos del movimiento WAC. Los autores, especialistas del WAC, describen el nacimiento, la ideación, la conceptualización y la gestión de programas de escritura que modificaron los modos de concebir las actividades de lectura y escritura. Los autores se proponen familiarizar al lector con la historia, filosofía y puesta en práctica del movimiento. Objetivo cumplido en la versión original, la nueva versión en español permite incorporar nuevos lectores y, además, generar un puente entre las investigaciones del WAC y la tradición iberoamericana de estudios sobre lectura y escritura.

Este trabajo aborda ciertas hipótesis acerca de la enseñanza de la Literatura a partir de una actividad de formación dirigida a estudiantes de los profesorados de Primaria y Lengua y Literatura y profesores-as del área del 3° ciclo de la escuela Primaria y de la Secundaria, a cargo de residentes de un profesorado de Lengua y Literatura. En el marco de un
Proyecto de Extensión, motivado por la propuesta desarrollada en el Seminario “Literatura Infantil y Juvenil” a cargo de la profesora Dra. Marta Negrín, ofrecido por el CURZA UNCo, desde la cátedra Práctica Docente IV-Residencia les residentes abordaron un problema de la enseñanza de la Literatura, acompañados por profesores-as co formadores as que les orientaron en la realización de cada encuentro. Las temáticas que se trataron desde un marco teórico común de la cátedra y desde la especificidad fueron: novela juvenil y criterios de selección; ciberliteratura-lectura y escritura de literatura, y libro álbum y enseñanza de la literatura.

This presentation briefly explains the systematic method the Campus Writing and Speaking Program at NC State University uses to map how and where oral and written communication instruction is offered and assessed throughout all the university's academic programs. It offers a model for moving from (1) mapping the institutional ecosystem of oral and written communication; (2) mining institutional data; (3) constructing needs assessments that identify and prioritize actionable improvements.

Overview of the past, present, and future activities, challenges, and opportunities of CWSP.  Panel profiling the 2024 Exemplary Writing Across the Curriculum program award winners. Award jointly sponsored by the Association for Writing Across the Curriculum and the WAC Clearinghouse.

As institutions that include Writing Studies (Rhetoric and Composition, Business, Technical and Professional Writing) in their curriculum at various levels increasingly move to include more digital technology infrastructural support for classes, faculty who have scholarly expertise in various technologies are often being called upon, through either necessity to complete their own agendas or because of additional departmental and college needs, to do service work beyond required committee work. Oftentimes, this work is invisible. This article reports the results on interviews collected from 23 faculty members regarding types of technologically-related service being done. It discusses the changing nature of the types of service done by faculty we term Writing Program Technologists (WPTs). It also discusses the connections between shifts in technology and infrastructure at various institutions and the varying ways that compensation of the WPT occurs depending upon personal as well as institutional needs, desires, and constraints. Making visible this often invisible labor can provide information for faculty who are trying to develop arguments for more equitable compensation for this work that in terms of time expended and intellectual labor involved goes beyond other forms of service expectations.

Este artículo analiza el impacto del rediseño instruccional de un curso orientado al desarrollo de la competencia en comunicación escrita, implementado en 2018 en una universidad privada de Lima, Perú. La investigación se enmarca en el modelo del interaccionismo socio-discursivo (ISD), que concibe la escritura como una práctica situada, determinada por contextos comunicativos específicos. Además, se apoya en el enfoque de “escritura a través del currículo” (WAC), que promueve el uso transversal de la escritura en todas las disciplinas, con énfasis en sus dimensiones cognitiva (“escribir para aprender”), crítica (“escribir para participar”) y retórica (“escribir en las disciplinas”). El estudio se enfocó en esta última dimensión, adoptando un diseño cuasi-experimental con evaluación previa y posterior a la intervención en dos grupos: experimental y de control. Los resultados evidencian un impacto moderado en el desarrollo del componente retórico, reflejado en una mayor adecuación de los textos a las consignas académicas. Esta experiencia destaca el valor de los géneros discursivos como instrumentos de mediación en los procesos de alfabetización académica, al facilitar la participación activa de los estudiantes en las comunidades discursivas propias de sus futuras profesiones.

En las últimas décadas han proliferado los estudios y propuestas relacionadas con la escritura académica, la escritura para fines específicos y la enseñanza de la lengua asociada a la enseñanza de contenidos curriculares. Una de las razones ha sido la preocupación por mejorar los resultados académicos en pruebas estandarizadas; otra, el mejorar los resultados académicos del alumnado de diferentes culturas. Como hemos presentado en el monográfico, la propuesta del modelo Reading to Learn  va más allá de respuestas inmediatas y explora las relaciones entre los sujetos y la lengua escrita teniendo en cuenta la finalidad de cada género en cada disciplina. En el dosier se presentarán algunos de los textos más representativos para conocer las bases teóricas generales relacionadas con la lectura y la escritura en diferentes disciplinas, las características particulares del Modelo Reading to Learn y algunos recursos disponibles asociados al mismo.

It is explained a investigation line about graphics on Secondary School. The graphics are a instrument for presenting, organizing and synthesizing contents, but they are too a technique for learning and developping cognitive strategies. Also it is described at class uses exemples. Se explica una línea de investigación sobre gráficos aplicados a la didáctica de la lengua en Educación Secundaria. Los gráficos son un medio de presentar, organizar y sintetizar informaciones, pero también una técnica para aprender y desarrollar estrategias cognitivas. Igualmente, se describen ejemplos de su utilización en el aula.

50 Strategies for Teaching English Language Learners, 3 rd Ed.(2008) presents specific methods by which classroom teachers can assist and scaffold lessons for English Language Learners (ELL). Unlike most texts directed at ELLs that include a plethora of theoretical discussions, this book supplies realistic examples of how to make progress in a variety of areas including: planning, student involvement, building vocabulary and fluency, and building comprehension—each with its own section in increasing difficulty that adds to its ...

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FORMA DE CITACIÓN:
Segura, M. (2025). La Transdisciplina en Investigación. Presentación en pdf ocupada en la Conferencia desarrollada en el marco del Coloquio de Investigación organizado por la Escuela de Idiomas de la Universidad Regional del Sureste. Academia.edu

Like almost everywhere else, the role and the status of the English language have been increasing in Swedish society, including the education system. All students in Swedish schools receive some more or less formal instruction in the English subject by the time they are in third grade, though very many are exposed to the language even earlier, both at school and outside of it. Despite these circumstances, we seem to know very little about the realities of English for young learners (EYL) instruction at Swedish primary schools, e.g. regarding the following aspects: What activities do the teachers organize in their English classes? What materials do they work with and how? In what ways and to what extent do they use the target language, English? The present contribution reports on the results of two small studies addressing precisely these issues, among others. The first study is based on a number of actual observations and recordings of EYL lessons from preschool class to grade 3, followed by interviews with the respective teachers; the second is based on a questionnaire with a broader range of primary school teachers. The results suggest that some commonly promoted recommendations in the literature regarding EYL are not generally followed by many EYL teachers in Sweden. For example, when it comes to the use of English vs. Swedish in the English classroom, the share and quality of the target-language input, not least from the teachers themselves, might well be enhanced. In addition -and this aspect is related to the previous one -EYL instruction and its efficiency could be expected to benefit from contextualizing the classroom activities and communication to a greater extent, e.g. by using children's literature of various kinds and engaging in meaningful interaction about it.

Faculty writing residencies present an opportunity for teaching and learning centers to support faculty in disseminating the scholarship of teaching and learning (SoTL). The authors examine how an intensive retreat balancing dedicated time for faculty members' writing with small-group feedback on drafts helps faculty make the crucial, and often difficult, step of going public with their Scholarship of Teaching and Learning (SoTL) research. In addition, the residency process encourages faculty participants to examine their own writing processes, prompting changes in how they support their students' writing in the disciplines. In The Advancement of Learning (2005), Huber and Hutchings argue that "the scholarship of teaching and learning must move from personal engagement by small numbers of people to more structural arrangements" (p. 84). Hutchings elaborated on this point in her 2006 plenary address at the Professional and Organizational Development (POD) Network in Higher Education Conference, asserting that "the time is now right to move such work to the center (and, yes, to the Teaching Center), where it can both harness its power and help shape its future" (p. 32). These sentiments are shared by many who work in teaching and learning centers. Sorcinelli, Austin, Eddy, and Beach's survey of educational developers in North America, published as Creating the Future of Faculty Development (2006), reveals that "developers from all types of institutions agreed that the scholarship of teaching is an important issue to be addressed in faculty development services" (p. 86). Kreber (2006a) extends these ideas across

This thesis presents the Quality Enhancement Plan (QEP) for the development of a writing fellows program at Montreat College, a small, Christian, liberal arts college in Western North Carolina. This expression of a Writing Across the Curriculum (WAC) program model seeks to expand the writing processes and increase the self-assessment abilities of our undergraduate students. The program adds classroom-based peer writing tutors and a focused faculty development program to our already successful drop-in writing center services. The QEP document includes a description of the development process, needs assessment process, Student Learning Objectives (SLOs), five-year budget with narrative, and the assessment plan. The introduction describes the roles of each program participant in the QEP.

This thesis presents the Quality Enhancement Plan (QEP) for the development of a writing fellows program at Montreat College, a small, Christian, liberal arts college in Western North Carolina. This expression of a Writing Across the Curriculum (WAC) program model seeks to expand the writing processes and increase the self-assessment abilities of our undergraduate students. The program adds classroom-based peer writing tutors and a focused faculty development program to our already successful drop-in writing center services. The QEP document includes a description of the development process, needs assessment process, Student Learning Objectives (SLOs), five-year budget with narrative, and the assessment plan. The introduction describes the roles of each program participant in the QEP.

L eer y escribir son instrumentos primordiales para una par- ticipación integral en diversas esferas de la vida, ya que nos aportan los elementos para advertir lo que nos rodea, así como para elaborar una construcción simbólica con la que nos interrelacionamos en la sociedad. Gracias a la lectura, podemos articular y expresar mejor las ideas, así como comprender profundamente los significados; logramos pensar y reflexionar mejor, y desarrollar un pensamiento crítico. En la universidad, esto nos permite ser partícipes de la asimilación y la construcción del conocimiento, por lo que la lectura y la escritura son herramientas imprescindibles para reflexionar, inferir, asumir, analizar, disentir, aprobar y desarrollar el pensamiento especializado de las diferentes disciplinas y el pensamiento científico en general.

This study presents a novel approach in the exercise of autonomy where students were asked to participate in redesigning a course curriculum and materials to suit their personal and professional language needs. In addition, a new learning resource was created tailored to their specific needs. Following an institution-wide restructuring of courses, a new professional English training subject was developed in response to textiles and clothing industry needs, and discussions with teaching staff. Although the content was highly subject-specific and the assessments designed to reflect relevant practices in the industry, students and teachers felt after the first offer of the course, that there was a need to further develop some of the new ideas introduced. A selected group of students interviewed their classmates to identify the changes that they deemed necessary, and to solicit specific ideas for language activities. The information collected by these students was further negotiated with course developers and technical assistants. This paper records the students' achievements in exercising their skills of negotiation and collaboration with their fellow classmates, course developers, and assistants in order to bring a change to the design and materials of the course. The paper draws on data collected through student and staff interviews to investigate the mutual benefits to be reaped from this synergistic relationship in terms of developing materials, as well as students' awareness of how engagement in negotiation and collaboration can lead to increased autonomy in making decisions regarding the course curriculum and materials. Finally, it details the creation of a new learning resource for fashion and textiles students.

This case study conducted by a writing specialist and a theatre specialist examines the ways in which writing to learn and learning to write took form in a course in which the ultimate goal was a staged production for a live audience. Using naturalistic methodology that deployed both ethnographic and autoethnographic approaches to analyze the teaching and learning that transpired in Theatre 490: Experimental Theatre Studio, analysts reviewed the syllabus, assignments, production journal, responses to learning-to-write assignments, students' written final reflections, anonymous end-of-term course evaluations, a video of the final staged performance, and responses to a questionnaire completed by students nearly two years after the staged performance. Findings that incorporate video clips from the staged performance shed light on elements of teaching and learning that pass undetected when written artifacts alone are used to assess learning, including ways in which students learn fr...

Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. Professionalizing Multimodal Composition embraces and enacts multimodal composition in various writing courses and programs by exploring institutional, programmatic, and individual faculty initiatives for capacity building and human resource development across institutions.

Academic leaders, scholars, and faculty who have successfully designed and launched academic programs or faculty development initiatives discuss the theoretical and logistical questions considered in their design, the outcomes they achieved, and how others can emulate them. This exchange of knowledge, insight, experiences, and lessons learned among community members is critical for enabling or inspiring other programs, departments, and institutions to conceive, design, and launch academic programs or faculty development initiatives for their own faculty.

The larger goal of professionalizing is to work with teaching faculty to increase their interactional expertise with multimodal composition, and this collection offers a set of models for how faculty can do that at their own institutions and in their own programs.

This book fills a much-needed gap in language-skill development of English language learners in the four skills of reading, writing, listening and speaking in English for Academic purposes. It provides English language teachers with relevant and useful research and offers a comprehensive, easy to read theoretically principled, evidence based, practical reference book. This book offers support for English language teachers, both practicing and pre-service, curriculum designers and material writers. Whilst aimed at US post-secondary English language learning context, this book offers a relevant, principled, theoretical account of language skill development to guide teachers in pedagogic decision making for the Australian secondary school context and Australian tertiary education context. Skills-based teaching is at the core of English language teaching and this book explores the notions that successful skill development requires:

What students need most from instructors' written response on their texts is commentary that evokes a sense of exchange. Teachers often believe that their job is to point out the deficits in a student's paper and help eliminate those deficits. While this is a part of the function of response, it should not be the primary goal of feedback; rather, students need comments that will help them gain a sense of themselves as writers who are accepted into the college writing community. Grounding the argument in the scholarship of response, this thesis develops an approach to teacher response that narrows the topic into three problem areas: the tension between responding to content issues versus responding to the distraction of surface error; the tension between promoting mastery of academic language versus encouraging development of student voice; and the tension between the reality of teacher authority and the teacher's desire to empower students to take charge of their own learning. The author's purpose is to clarify the goals of response as well as the act itself in order to help eliminate the confusion and frustration inexperienced instructors may feel when they respond to student writing. New teachers and experienced teachers who are new to writing intensive courses should find this thesis to be a useful guide to responding to student writing.

What students need most from instructors' written response on their texts is commentary that evokes a sense of exchange. Teachers often believe that their job is to point out the deficits in a student's paper and help eliminate those deficits. While this is a part of the function of response, it should not be the primary goal of feedback; rather, students need comments that will help them gain a sense of themselves as writers who are accepted into the college writing community. Grounding the argument in the scholarship of response, this thesis develops an approach to teacher response that narrows the topic into three problem areas: the tension between responding to content issues versus responding to the distraction of surface error; the tension between promoting mastery of academic language versus encouraging development of student voice; and the tension between the reality of teacher authority and the teacher's desire to empower students to take charge of their own learning. The author's purpose is to clarify the goals of response as well as the act itself in order to help eliminate the confusion and frustration inexperienced instructors may feel when they respond to student writing. New teachers and experienced teachers who are new to writing intensive courses should find this thesis to be a useful guide to responding to student writing.

The first volume in AAHE and Campus Compact" s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and ...

La investigación sobre la narración computacional y la co-creación con IA es relativamente reciente, como lo demuestran los numerosos preprints y el crecimiento exponencial de artículos publicados en los últimos meses. La exploración de nuevas técnicas y enfoques, como el modelado de personajes y sus interacciones, la generación de escenas consistentes y la manipulación del espacio latente de la narrativa, son áreas de investigación prometedoras en la actualidad en un escenario en que los modelos del lenguaje aún encuentran grandes problemas a la hora de integrarse como herramientas efectivas en la creación de obras narrativas extensas o complejas y tan solo se empiezan a explorar las posibles aplicaciones de la escritura colaborativa asistida por IA.
Este trabajo explora el potencial de este tipo de soluciones, centrándose en sus limitaciones actuales, y proponiendo un marco de trabajo para minimizar el impacto que tienen estas limitaciones en el desempeño de los modelos del lenguaje en la actualidad al acometer este tipo de tareas, con la finalidad de avanzar hacia un escenario donde sea factible abordar con éxito escenarios de co-creación de obras de teatro, libros o incluso artículos científicos con la ayuda de un sistema inteligente experto. Este trabajo no busca nuevas maneras de potenciar los resultados producidos de forma autónoma por estos modelos sino proponer un escenario donde el escritor humano se apoya en la IA como asistente, proporcionando elementos que inspiren, aumenten la productividad y la creatividad del usuario, quien tendrá la última palabra en cada etapa de creación y en el montaje final.
En lugar de utilizar un único gran modelo del lenguaje, se utilizaremos un conjunto de modelos más pequeños y especializados, en forma de "agentes", que se basan en LLM reentrenados para tareas concretas. Estos agentes se seleccionarán en función de la tarea a realizar, su complejidad, el tiempo disponible y el coste del servicio.
En nuestra propuesta, se incluyen dos mecanismos de coordinación, un "planificador" que decide qué agentes se deben invocar y un "tejedor" que combina los resultados de los agentes para crear el texto final, junto con el uso de grafos para representar la estructura narrativa y la memoria de trabajo, que nos permitirá definir un marco de trabajo y elaborar un prototipo que demuestre que estas estrategias son prometedoras para mejorar la coherencia y el interés en las narrativas generadas. Todo ello manteniendo un enfoque interactivo, que permite al usuario proporcionar feedback y modificar las propuestas del sistema, lo que es crucial para mantener el control de la generación y asegurar que la narrativa final cumpla con las expectativas del usuario.

construcción del conocimiento, sus probables entropía positiva a partir de los planteamientos teóricos de Piaget y Vigotsky. Se desarrolló bajo el enfoque epistemológico racional, deductivo explicativo, con un diseño de múltiples diferencias (Laiz y Román 2001). Se consideró la utilización del análisis de contenido (Padrón 1996) y entre los instrumentos, una matriz de doble entrada. Como conclusión se obtuvo que la construcción del conocimiento reconoce la existencia de un campo fenomenológico, donde existen las estructuras de acción y las de transformación, las cuales se constituyen en un mecanismo conversión de signos y símbolos socio-culturales. Palabras clave: Constructivismo. Zona de desarrollo próximo. Estructuras cognitivas.

L eer y escribir son instrumentos primordiales para una par- ticipación integral en diversas esferas de la vida, ya que nos aportan los elementos para advertir lo que nos rodea, así como para elaborar una construcción simbólica con la que nos interrelacionamos en la sociedad. Gracias a la lectura, podemos articular y expresar mejor las ideas, así como comprender profundamente los significados; logramos pensar y reflexionar mejor, y desarrollar un pensamiento crítico. En la universidad, esto nos permite ser partícipes de la asimilación y la construcción del conocimiento, por lo que la lectura y la escritura son herramientas imprescindibles para reflexionar, inferir, asumir, analizar, disentir, aprobar y desarrollar el pensamiento especializado de las diferentes disciplinas y el pensamiento científico en general.

Este trabajo se enmarca en las numerosas investigaciones sobre escritura académica que vienen desarrollándose en diversos países. Dentro de ellas, buscamos articular líneas de investigación que se ocupan de la alfabetización académica, de los géneros académicos y del papel de la argumentación en los mismos. Para ello, implementamos desde 2005 un programa de alfabetización académica en una asignatura de Humanidades de una universidad argentina, cuyo tramo final es la elaboración y exposición de ponencias grupales, entendidas como construcciones argumentativas que ponen en consideración resultados de investigación. En relación con éstas, este trabajo presenta resultados, en torno a la relación entre los productos finales, los procesos y los contextos de producción.This paper is connected with many research works on academic writing which are being carried out in different countries. In our case, we tend to articulate research lines which mainly deal with academic literacy, academic ge...

While process-based approaches to writing instruction have emphasized the steps that writers go through to produce a piece of writing, comparatively little scholarship has been devoted to the question of what qualities a finished piece of writing should have. While it is true that writing criteria vary widely across disciplines, genres, and writing situations, there are some rhetorical elements that are generally applicable to any act of structured communication, and recognizing these criteria can help to inform writing instruction and to clarify instructors' expectations for student writing. This article identifies five rhetorical dimensions associated with effective communication, and it outlines specific strategies for providing explicit instruction that encourages students to develop these qualities in their writing.

You know the story...the one about a curious little girl, captivated by a little white rabbit? Like young Alice, my curiosity compelled me to follow my own white rabbit down an unknown path, at least to me. It found me when I attained an internship in our university writing center the fall of 2012. And down the rabbit-hole, I fell. My adventures in writing center wonderland grew into an infatuation with writing—the tutoring of, the process of, the pedagogies of, the praxis of. Many discourses of writing pull at me, begging to be consumed and adapted to suit the situation. This infatuation led me down a path in which I could prepare myself for the rigors of graduate research, through the McNair Scholars Program, in 2013. For nearly two years, I developed and attained a summer research fellowship where I had the opportunity to explore the intersections of creative expressive writing, perceived selfefficacy, and the theory/practice of tutoring writing. I sought insight into new ways of...

A review of current theory and research related to writing ability leads to the conclusion that there is no existing test, instrument, or set of procedures which vill provide valid data regarding the,writing abilities of individuals. As an alternative approach, a textual cognition model of written communicative competence is proposed and elaborated. Arising out of the Trent Valley Project of the Ontario Institute for the Study of Education, the model is operationalieed through an extension of the cloze procedure from reading to writing. The underlying assumptions are,-, that written communicative compete,nce implies that a student's writing vill make sense for'an intended or relevant audience and that, in turn, the cloze procedure vill provide a valid measute of the extent to which the it;iting does make sense to that audience:,On the basis of preliminary investigations, a taxonomy of impediments to successful written communication is developed for problems at the graphic, syntactic, lexical, and contextual levels. Questions remaining to be answered about the textual cognition model and the agsociated cloze procedure are listed.

Este trabajo revisa un conjunto de decisiones tomadas por el Centro de Innovación en
Tecnología y Pedagogía de la UBA para hacer frente a los retos que instaló el contexto
pandémico y que propulsaron procesos de integración de tecnologías y medios
digitales en las propuestas educativas de la Universidad.
El objetivo del trabajo es aportar al campo de la Tecnología Educativa universitaria los
principios de acción que motorizan las iniciativas que emprende un centro de
innovación tecnológica de alto reconocimiento y trascendencia. En cumplimiento de
este objetivo, se socializa la heurística que orienta las acciones que emprende Citep,
se comparten las marcas epocales identificadas para delinear las necesidades de
formación, se transparentan las decisiones asumidas en cuanto a temáticas,
modalidades de participación y diseño de las propuestas desplegadas durante la
pandemia, y se presenta un conjunto de categorías conceptuales con potencialidad de
V Jornadas Internacionales
Problemáticas en torno a la Enseñanza en la Educación Superior.
Diálogo abierto entre la Didáctica General y las Didácticas Específicas
Agosto de 2022, Mendoza, Argentina
contribuir a la ideación de futuros trayectos formativos nutridos por similares marcos
teóricos y axiológicos.
En efecto, la heurística de Citep constituye tanto una herramienta metodológica para el
diseño y la gestión de propuestas con tecnologías digitales, como también una
disposición particular del pensamiento que se comparte y crea. Las dimensiones
constitutivas de esta heurística, originadas antes de la pandemia, subyacen a las
decisiones formativas orientando las diferentes líneas de trabajo del Centro.
Durante la pandemia, el plan de acción emergente buscó atender a las
particularidades del contexto, caracterizado por la necesidad de sostener la
continuidad pedagógica frente al inesperado cierre de las instalaciones de la
Universidad, la diversidad de trayectorias y competencias digitales de docentes y
estudiantes, la desigualdad de acceso, la disponibilidad de dispositivos y conectividad,
las diferencias en los pisos tecnológicos de las diversas unidades académicas, el
necesario respeto por la autonomía académica, las particularidades que asume la
enseñanza en los diversos campos de conocimiento, la omnipresencia de la tecnología
y la multiplicidad de canales simultáneos para la comunicación y el intercambio de la
información en la cultura digital.
El trabajo reflexiona sobre continuidades y rupturas en relación a las propuestas
formativas pre pandemiales desplegadas por Citep en sus casi 15 años de antigüedad,
y analiza las migraciones temáticas, mutaciones en formatos y dimensiones en tensión
(espacio/tiempo, masividad/personalización, entre otras) que ilustran las acciones
prototípicas del contexto pandémico

La formación de profesores constituye uno de los principales problemas de la agenda pública en nuestro país. Se atribuye a la formación docente gran parte de la responsabilidad de los bajos aprendizajes que obtienen los estudiantes en mediciones nacionales (SIM-CE) e internacionales (TIMSS).

This study explores the factors affecting classroom practices in students learning English as a second language (ESL) in the Hyderabad region, particularly within Kendriya Vidyalayas (KVS). The research focuses on how age, gender, type of school, teachers' educational qualifications, and the language used both at school and home influence classroom practices and academic achievement in English. Data was gathered through surveys and classroom observations from English teachers and 9th-grade students. The study reveals that the educational qualifications of teachers, the use of English at school, and the language environment at home play a significant role in shaping students' classroom practices. Furthermore, the study highlights that interactive teaching methods, a positive classroom environment, and student engagement are crucial for enhancing academic achievement in English. The research also identifies performance variations based on students' age, gender, and the type of school they attend. The findings emphasize the need for targeted teaching strategies that consider these factors to improve academic outcomes in ESL learning.

El segundo tomo de la obra “Estudios de lingüística descriptiva y aplicada: nuevas tendencias” recoge once textos que presentan el resultado de los polifacéticos intereses de investigación de profesores pertenecientes a la Asociación Mexicana de Lingüística Aplicada (AMLA). Sus autores proceden principalmente de México y representan a importantes instituciones académicas del país. Los once textos que figuran en este segundo volumen contribuyen preeminentemente a la semántica, los procesos de enseñanza-aprendizaje de lenguas y al estudio de lenguas indígenas.

The flowing of rivers is a common metaphor for language diversity within historical studies of English. A confluence occurs when two rivers, like languages, come together, often in powerful and surprising ways. This metaphor can also extend beyond the specific topic of language diversity to describe the innovation that occurs when we challenge our disciplinary assumptions—when we scout other fields and dive into other bodies of scholarship. We see the confluence of writing studies and the history of the English language (HEL) as an underexamined area needing additional exploration and mapping. This double special issue extends the historical scope of writing studies broadly—including composition studies, creative writing, WAC/WID, and related subdisciplines—to account for these fields’ cross-currents with HEL. Examining these confluences can yield dynamic and innovative insights, including situating “proper English” as a social and historical construct, illuminating the ideological roots of emphasizing English in writing classrooms, and broadening understandings of the roots of writing practices in various institutional and professional contexts within and outside university halls.

Teacher collaboration is widely viewed as an effective way for teachers to develop the types of instructional practices that support student learning . Coherent and effective writing, for a variety of purposes and audiences, are critical student learning outcomes needed to participate in the global economy . Writing is also a focus of the Common Core State Standards for English Language Arts, Literacy in History, Science and Technical Subjects, and the Next Generation Science Standards, which all require students to develop disciplinary academic language . Research that is located at the intersection between teaching and learning writing and teacher professional development suggests that the learning contexts, designs, and activities of teacher professional development, specifically those that include teacher collaboration can powerfully influence how teachers appropriate knowledge for teaching writing (

Este libro está bajo la licencia de Creative Commons, Atribución -NoComercial -CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0) Usted es libre de: Compartir: copiar y redistribuir el material en cualquier medio o formato. Adaptar: remezclar, transformar y construir a partir del material bajo los siguientes términos: Atribución: Usted debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante. NoComercial: Usted no puede hacer uso del material con propósitos comerciales. CompartirIgual: Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la misma licencia del original. Capítulo 9. La descortesía dentro del ámbito político intercultural: Análisis contrastivo de los discursos de Marine Le Pen y Margarita Zavala .

Este articulo es producto de la investigacion “La ideologia prevaleciente sobre escritura academica en la Universidad Nacional Abierta-Centro Local Tachira (UNA-T)”. Las categorias estudiadas fueron: discurso ideologico, como objeto de estudio, analizado con la propuesta de Van Dijk (1980, 1996a, 1996b, 1998, 2001) y escritura academica, delimitadora del objeto de estudio, analizada con las propuestas de Marinkovich y Cordova (2014), Vivaldi (2014) y Carlino (2003, 2006). Se considero pertinente el metodo holistico de Hurtado (2000, 2012): perspectiva transeccional contemporanea para fuentes mixtas (documental y viva). Como resultado, las macroproposiciones, producto del analisis del discurso, presentan una escritura academica en la funcion Decir el Conocimiento, entre conceptos que lindan en la Habilidad Generica y el Desarrollo Continuo, mezclando metodos de trabajo antagonicos que generan reflexiones inconsistentes, permitiendo inferir una escritura academica irregular en la UNA-...