Alfabetización, pedagogía y didáctica del lenguaje escrito en la Universidad

Throughout the process of writing “educational influence for the comprehension of written academic texts in college: case study of an attended course”, a thesis for a masters degree in Linguistics and Spanish in the Universidad Del Valle, we2 have been developing some study questions around a entral problem: the teaching of written language in undergraduate college education. In order to tackle this aspect of the investigation, we wish to put forth a discussion of differing conceptions of alphabetization, given the fact that, as we will prove later on, these conceptions dialectically influence the pedagogy and, in consequence, the didactics of language in general and the written document in particular, when the purpose of these two aspects of undergraduate college education is to enable students to be capable of producing and comprehending written products. To initiate this debate, it is necessary to revise briefly in what sense we use the words alphabetization, pedagogy, and didactics so we can afterwards share the reasons, found in our bibliographical revision, for justifying the implementation of teaching written language in college. This will make it possible to put forth a number of reflections

• Autores: Narváez Cardona, Elizabeth
• Tipo de recurso: Article of journal
• Fecha de publicación: 2005
• Institución: Universidad Autónoma de Occidente
• Repositorio: RED: Repositorio Educativo Digital UAO
• Idioma: spa
• OAI Identifier: oai:red.uao.edu.co:10614/9059
• Acceso en línea: http://hdl.handle.net/10614/9059
• Palabra clave: Writing and reading pedagogy; writing and reading in college; lphabetization in college; Pedagogía de la lectura y la escritura; Lectura y escritura en el ámbito universitario; Alfabetización en la universidad
• Rights: openAccess
• License: Derechos Reservados - Universidad Autónoma de Occidente