DOI:
https://doi.org/10.14483/22487085.10515Published:
2006-01-01Issue:
No 8 (2006)Section:
Pedagogical InnovationsTwin texts: a possibility to involve children in inquiry-oriented processes
Keywords:
currículo orientado a la indagación, el ciclo de autoría, libros gemelos, desarrollo de la lectoescritura, aprendizaje cooperativo, innovación, resolución de conflictos (es).Keywords:
inquiry-oriented curriculum, the authoring cycle, twin texts, literacy development, cooperative learning, innovation, conflict resolution (en).Downloads
Abstract (en)
This article reports on the experience I lived while implementing the instructional design of my Master thesis. The research proposal I am currently carrying out is primarily concerned about conflict resolution and cooperative learning in the English classroom. The proposal was developed in a public primary school in Ciudad Bolivar, Bogotá, Colombia. Besides, my participants were a group of fourth graders. The methodology used during the implementation had to do with: cooperative learning, in which learning implies co-construction. The authoring cycle that is an option for involving students in inquiry processes, and twin texts, understood as the use of two books (one fictional & one non-fictional) related to the same topic but from different perspectives. The three elements described above were interwoven along the process. To conclude, this experience helped me to recognize certain aspects regarding my professional practices: first, the importance of innovation. Second, the value of other teacher-researchers’ experiences and insights. Third, to recognize our students as owners of their learning process. Fourth, how the authoring cycle promoted cooperative learning and decreased conflicts. Finally and foremost, the value of literature as a powerful language learning resource.
Abstract (es)
Este artículo reporta la experiencia que viví mientras implementaba el diseño instruccional de mi tesis de Maestría. La propuesta de investigación que estoy desarrollando actualmente tiene que ver principalmente con resolución de conflicto y aprendizaje cooperativo en la clase de inglés. La propuesta fue desarrollada en una escuela primaria pública en Ciudad Bolívar, Bogotá, Colombia. Además, mis participantes fueron un grupo de niñ@s de cuarto de primaria. La metodología usada durante la implementación tuvo que ver con aprendizaje cooperativo, en el que aprendizaje implica co-construcción. El ciclo de autoría que es una opción para involucrar a los estudiantes en procesos de investigación, y libros gemelos, entendido como el uso de dos libros (uno de ficción y otro de no- ficción) relacionados con el mismo tema pero desde diferentes perspectivas. Los tres elementos descritos antes estuvieron entretejidos a lo largo del proceso.
References
References
Camp, D. (2000). It takes two: teaching with twin texts of fact and fiction. The Reading Teacher,
(53), 5, 400-408.
Clavijo, A. (2001). Redefining the role of language in the curriculum: inquiry-based curriculum
an alternative. Colombian Applied Linguistics Journal,(3), 1, 32-48.
Hoyt, L., Mooney M., & Parkes, B. (2003). Exploring Informational Texts. From Theory to
Practice. Portsmouth: Heinemann.
Pataray- Ching, J., & Roberson, M. (2002). Misconceptions about a curriculum-as-inquiry
framework. Language Arts (79), 6, 498-505.
Short, K., Harste, J., & Burke, C. (1996). The authoring cycle as curricular framework for
inquiry. In: Creating Classrooms for Authors and Inquirers. Portsmouth: Heinemann.
Short, K. (2001). Curriculum as inquiry: inquiring into inquiry by examining our beliefs and
practices. Colombian Applied Linguistics Journal (3), 1, 21-31.
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