Teaching and learning another language strategically

Licencia Creative Commons
Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional.
Énfasis: 
Historia de la Educación, Pedagogía y Educación Comparada
Serie: 
Temas
Autor(es): 
Rigoberto Castillo
ISBN: 
978-958-8832-71-5
e-ISBN: 
978-958-8832-72-2
Año: 
2014
Paginas: 
123
Editorial: 
Universidad Distrital Francisco José de Caldas
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This book emerged from my curiosity to become acquainted with the relation between language acquisition and strategic learning. I want to share with colleagues and with student-teacher-researchers the findings after several years of work with educators. This book attempts to address the question of how to promote experiential learning and problem solving. While in formal education, pupils require to develop the capacity to do something with what is learnt, such knowledge should, among other things, allow people to understand the society in which they live in and to solve real life problems.

Tabla de Contenido: 
Prólogo: Bitácora de este caleidoscopio para docentes 7
Acknowledgments 13
Introduction 15
Chapter I  
Theories that illuminate Strategic Learning 19
1. Information Processing Theory 20
2. The Dimensions of Literacy 23
3. Communicative Competence 25
4. Strategic Learning: Background, theory and research 28
Chapter II  
Strategic learning and reading competence 37
A structure for strategic learning and reading 40
Types of knowledge reading calls for and their corresponding strategies 42
1. Knowledge of the content and experience (images and concepts) call for strategies for generating ideas (identification of macroframe) 42
2. Procedural knowledge to organize the content calls for strategies for organizing ideas 45
3. Knowledge of written discourse conventions call for editing strategies The control and verification of understanding runs through the revision for coherence 46
4. Procedural knowledge required to apply the other types of knowledge in comparing a written discourse call for strategies for recognizing relevance (clarification and simplification) 48
5. Procedural knowledge required to evaluate a written discourse calls for strategies for questioning textual information (taking a critical stand) 49
Discussion 53
Chapter III  
Strategic learning and listening competence 55
Word-level factors 58
Sentence-level factors 58
Discourse-level factors 59
Task-processing factors 60
A structure for the development of listening 63
Discussion 71
Chapter IV  
Strategic learning and speaking competence 73
A structure for promoting L2 speaking 74
1. Knowledge of the content and experience (images and concepts) calls for strategies for recognizing ideas (identification of macroframe) 74
2. Procedural knowledge to organize the content calls for strategies for organizing ideas (identification of schema) 76
3. Knowledge of conventions of speaking calls for strategies for editing ideas (control and verification) 78
4. Procedural knowledge required to apply the other types of knowledge in comparing a spoken discourse calls for strategies for recognizing relevance of ideas and coherence 79
Chapter V  
Strategic learning and writing competence 81
A theory of writing as a recursive process 81
A structure for strategic learning and writing 83
1. Knowledge of the content 85
2. Procedural knowledge to organize the content 87
3. Knowledge of conventions of writing 92
4. Procedural knowledge required to apply the other types of knowledge in comparing a written product 93
Discussion 94
Chapter VI  
Implications of strategic learning for language education 97
References 101
Further reading 109
Appendix 1 115
Appendix 2 117