The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).

Se ha creído durante mucho tiempo que la alfabetización de un alumno en su / su nativa lengua puede tener una relación directa en el desarrollo de la lectura y la escritura procesos en un idioma extranjero deseado para ser aprendidas. Por lo tanto, este estudio abordó el desarrollo de las habilidade...

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Autores:: Castillo G., Andrés Mauricio

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2014

Institución:: Universidad Libre

Repositorio:: RIU - Repositorio Institucional UniLibre

Idioma:: spa

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network_name_str	RIU - Repositorio Institucional UniLibre
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dc.title.spa.fl_str_mv	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).
title	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).
spellingShingle	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL). Inglés Español Producción literaria TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA PÚBLICA ENSEÑANZA SECUNDARIA ENSEÑANZA - MÉTODOS LECTURA ESCRITURA IDIOMAS Proceso de alfabetización Desarrollo de la lectura y la escritura Desarrollo de habilidades
title_short	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).
title_full	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).
title_fullStr	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).
title_full_unstemmed	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).
title_sort	The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).
dc.creator.fl_str_mv	Castillo G., Andrés Mauricio
dc.contributor.advisor.none.fl_str_mv	Torres, Julio Cesar
dc.contributor.author.none.fl_str_mv	Castillo G., Andrés Mauricio
dc.subject.spa.fl_str_mv	Inglés Español Producción literaria
topic	Inglés Español Producción literaria TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA PÚBLICA ENSEÑANZA SECUNDARIA ENSEÑANZA - MÉTODOS LECTURA ESCRITURA IDIOMAS Proceso de alfabetización Desarrollo de la lectura y la escritura Desarrollo de habilidades
dc.subject.lemb.spa.fl_str_mv	TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA PÚBLICA ENSEÑANZA SECUNDARIA ENSEÑANZA - MÉTODOS LECTURA ESCRITURA IDIOMAS
dc.subject.proposal.spa.fl_str_mv	Proceso de alfabetización Desarrollo de la lectura y la escritura Desarrollo de habilidades
description	Se ha creído durante mucho tiempo que la alfabetización de un alumno en su / su nativa lengua puede tener una relación directa en el desarrollo de la lectura y la escritura procesos en un idioma extranjero deseado para ser aprendidas. Por lo tanto, este estudio abordó el desarrollo de las habilidades de alfabetización en español como lengua materna e Inglés como idioma extranjero, y también exploró las posibles transferencias que pueden ocurrir cuando los dos idiomas se estudian al mismo tiempo. El investigador ha diseñado una intervención centrada en el enfoque basado en tareas que deben aplicarse de una manera dual en ambos idiomas. Los participantes de la intervención eran estudiantes de octavo grado de una institución pública y los datos fueron recogidos a través de cuestionarios, notas de campo maestro y artefactos de diez estudiantes de toda la población; Además, la metodología seleccionada para desarrollar el estudio fue la investigación de acción. Tras el análisis de los datos recogidos, se determinó que la aplicación de una enfoque de aprendizaje basado en tareas, en el desarrollo de las habilidades de alfabetización, favorece la interacción y transferencia de estrategias entre las lenguas en un proceso recíproco. Además, en las producciones de escritura, se comprobó que hay elementos que pueden transferir positivamente el enriquecimiento del proceso y los resultados en la nativa y la lengua extranjera; sin embargo, no se identificaron otros elementos que puedan producir interferencias, que necesitan ser tratados con cuidado a fin de evitar errores frecuentes en las producciones de alfabetización de los alumnos. Por lo tanto, esta investigación contribuye con las prácticas de enseñanza de idiomas proporcionando relevancia a la lengua materna en el proceso de aprendizaje de una extranjera; Además, proporciona una metodología que tiene como objetivo la mejora de las habilidades de alfabetización en español e Inglés, aprovechando las relaciones intrínsecas producidos por su estudio y práctica.
publishDate	2014
dc.date.created.none.fl_str_mv	2014-03-25
dc.date.accessioned.none.fl_str_mv	2016-06-09T16:55:38Z
dc.date.available.none.fl_str_mv	2016-06-09T16:55:38Z
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dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/10901/8566
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Libre
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Libre
url	https://hdl.handle.net/10901/8566
identifier_str_mv	instname:Universidad Libre reponame:Repositorio Institucional Universidad Libre
dc.language.iso.none.fl_str_mv	spa
language	spa
dc.relation.references.eng.fl_str_mv	Alderson, J.C. (1984). Reading in a foreign language: A reading problem or a language problem? In J.C. Alderson & A.H. Urquhart (Eds.), Reading in a foreign language (pp. 1-27). New York: Longman Anderson, N. J. (1999). Exploring second language reading. Boston, MA: Heinle & Heinle Arndt, V. (1987). Six writers in search of texts: a protocol based study of L1 and L2 writing. ELT Journal, 41, 257 – 267. Barrett, T. C. (1976) Taxonomy of reading comprehension. In Teaching reading in the middle class. eds. Smith R. and Barrett, T. C. Reading. MA.: Addison-Wesley Bell, J. & Burnaby, B. (1984). A handbook for ESL literacy. (1st ed.). Toronto: OISE Press. Berlin, J. (1987). Rhetoric and reality: Writing instruction in American colleges, 1900 – 1985. Carbondale: Southern Illinois University Press Brock, M. (1992). Teaching composition around the pacific rim: Politics and pedagogy. (1st ed.). Richmond, TX: Multilingual Matters Ltd. Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice-Hall Regents. Bygate, M., Skehan, P. & Swain, M. Research Pedagogic Tasks, Second Language Learning, Teaching and Testing. Harlow: Longman. 2001 Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. Canard, J. (2007). Relationship between levels of literacy in Spanish (l1) and English (l2) of adult students in ESL programs.. (Master's thesis, UNIVERSITY OF KANSAS), Available from ProQuest. (1443689) Carr, W. and Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer Cassany, D. (1994). Enseñar lengua. Madrid: Paidós. Cheryl, A. (1994). Transferring literacy skills from l1 to l2: From theory to practice. The Journal of Educational Issues of Language Minority Students, v 13, 209-221. Coffey, H. (2008). Critical literacy. Learn NC, Retrieved from http://www.learnnc.org/lp/pages/4437?ref=search Cohen, L. and Manion, L. (1994). Research Methods In Education (fourth edition). London: Routledge Cohen, L. Manion, L. and Morrison, K. (2011). Research Methods In Education (7th ed.). New York: Routledge. Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3 ed., p. 4). United States of America: Thousand Oaks, CA : Sage Publications, 2009. Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39(1), 81-141 Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251. De Castell, S., & A. Luke. (1986). Models of literacy in North American schools: Social and historical conditions and consequences. In S. de Castell, A. Luke, and K. Egan (Eds.), Literacy, society, and schooling. (pp. 87-109). New York: Cambridge University Press Ellis, R. (2003). Task-based language learning and teaching. (1st ed.). New York: Oxford University Press. Estaire, S. and J. Zanon. 1994. Planning Classwork: A Task Based Approach. Oxford: Heinemann Freire, P., & Macedo, D. (1995). A dialogue: culture, language, and race. Harvard Educational Review, 65(3) Goodman, K. & Goodman, Y. (1983). Reading and Writing Relationships: Pragmatic Functions. Language arts, 60(5), 590-599. Grabe, W. (2009). Reading in a second language moving from theory to practice. (1st ed.). New York: Cambridge University Press. Grabe,W. and Stoller,F.L. ( 2001 ) Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia ( ed. ), Teaching English as a Second or Foreign Language (3rd ed.) ( pp. 187-203 ). Boston: Heinle & Heinle. Grabe,W. and Stoller,FL. ( 2002 ) Teacing and Researching Rading. Harlow : Pearson Education. Longman Halliday, M.A.K. and Hasan, R. (1976). Cohesion in English. London: Longman. Harmer, J. (2004). How to Teach Writing. Harlow: Pearson Education Limited. Heath, S. B. (1986). Literacy, Society and Schooling. In S. de Castell, A. Luke, and K. Egan (Eds.). Literacy, society, and schooling. (pp. 209-229). New York: Cambridge University Press. Hirsch, E. (1987). Cultural literacy what every American needs to know. Boston: Houghton 101 Mifflin. Hopkins, D. (1985). A teacher’s guide to classroom research. Milton Keynes: Open University Press Hubbard R. S., Shagoury, R. E.., & Power, B. M. (2003). The art of classroom inquiry: A handbook for teachers-researchers (2nd ed). Portsmouth, NH: Heinemann. Kaplan, R. (1966). Cultural thought patterns in intercultural education. Language Learning, 16, 1 – 20 Kemmis, S. and Mctaggart, R. (1988). The action research planner (3rd ed.) Victoria: Deakin University. Knoblauch, D. (1990). Literacy and the politics of education. In A. A. Lumsford, Hl. Moglen, & J. Slevin (Eds.), The right to literacy (pp. 74-80). New York: The Modern Language Association of America. Kolb, David A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall Marshall, C. and Roseman, G. B. (1995). Designing qualitative research (2nd ed.). Thousand Oaks, CA: Sage. Martin – Betancourt, M. (1986). The composing processes of Puerto Rican college students of 102 English as a second language. Unpublished doctoral dissertation, Fordham University Matsuda, P. (2003). Second language writing in the twentieth century: a situated historical perspective. In B. Kroll (Eds). Exploring the dynamics of second language writing. (pp. 15 – 34). New York: Cambridge University Press. Mayo, Y. (1995). Critical literacy and emancipatory politics: The work of Paulo Freire. International Journal of Educational Development, 15(4), 363-379. McKay, S. (1993). Agendas for second language literacy. (1st ed.). New York: Cambridge University Press. Mills, G. (2007). Action research a guide for the teacher researcher. (1st ed.). New Jersey: Pearson Merrill Prentice Hall Ministerio de Educación Nacional (1994). Ley General de Educación. Ed. Magisterio. Art 21. Ministerio de Educación Nacional (1997). Lineamientos Y Estándares Curriculares. Ed. Magisterio. Pág. 28. Nunan, D. (1989) Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Nunan, D. (1992). Research methods in language learning. (2 ed.). New York: Cambridge University Press Nunan, D., & Bailey, K. (2009). Exploring second language classroom research: A comprehensive guide . (1st ed.). USA: Heinle & Heinle Publ Inc. Raimes, A. (1985) an investigation of the composing processes of ESL remedial and nonremedial students. Paper presented at the 36th Annual CCCC Convention, Minneapolis, Minn., March Read, C. & Mackay, R. (1984) Illiteracy among adult immigrants in Canada. Educational Resource Information Center: Number 291 875 Roberts, C. (1994). Transferring literacy skills from l1 to l2: From theory to practice. The Journal of Educational Issues of Language Minority Students, v.13, 209-221. Rowe, A. (1990). An overview of second language writing process research. In B. Kroll (Eds). Second language writing. (pp. 37 - 56). London: Cambridge University Press. Schiffrin, D. (1987). Discourse Markers. London: Cambridge University Press Silva, T. (1990). Second language composition instruction: developments, issues, and directions in ESL. In B. Kroll (Eds). Second language writing. (pp. 10). London: Cambridge University Press. Stotsky, S. (1983). Research on Reading /Writing Relationships: A Synthesis and Suggested Directions. Language Arts, 60(5), 627-642 Teddlie, C. and Tashakkori, A. (2009). Foundation Of Mixed Methods Research. Thousand Oaks, CA: Sage Tribble, C. (1996). Writing. Oxford: Oxford University Press Ueta, T. (2005). Teaching reading. (Master's thesis, University of Birmingham, London), Available from ProQuest. (45854180). UNESCO. (2006). Efa Global Monitoring Report Literacy For Life. France: United Nations Educational, Scientific and Cultural Organization Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process, product and practice. London and New York: Longman. Venezky, R. (1990). Definitions of literacy, In R. Venezky, D. Wagner, & B. Ciliberti (Eds.), Toward defining literacy (pp. 2-16). Newark, DE: International Reading Association Verhoeven, L. T. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language Learning, 44, 381–415. Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Weinstein, G. (1984). Literacy and second language acquisition: Issues and perspectives. TESOL Quarterly, 18 (3) Willis, J. 1996. A Framework for Task-Based Learning. Harlow: Longman. Skehan, P. 1996. A framework for the implementation of task-based instruction. Applied Linguistics 17: 38‒ 2 Yousif, A. A. (2003). Literacy: an overview of definitions and assessment. Paper presented to the Expert Meeting on Literacy Assessment, UNESCO, 10–12 June. Paris, UNESCO. Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly,16, 195 – 209 Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 16, 195 – 209 Zúñiga, G. (2001). Constructing literacy from reading in first and second language. Neiva: Oti impresos Zúñiga, G. (2003). A framework to build readers and writers in the second language classroom. Colomb. Appl. Linguist. J., n.5.
dc.relation.references.Spa.fl_str_mv	Clavijo, A. (2000). Formacion de maestros, historia y vida. Bogotá: Plaza y Janes Cumming, A. (1990). The thinking, interactions, and participation to foster in adult ESL literacy construction. TESL Talk, 20 (1), 34 -51
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spelling	Torres, Julio CesarCastillo G., Andrés MauricioBogotá2016-06-09T16:55:38Z2016-06-09T16:55:38Z2014-03-25https://hdl.handle.net/10901/8566instname:Universidad Librereponame:Repositorio Institucional Universidad LibreSe ha creído durante mucho tiempo que la alfabetización de un alumno en su / su nativa lengua puede tener una relación directa en el desarrollo de la lectura y la escritura procesos en un idioma extranjero deseado para ser aprendidas. Por lo tanto, este estudio abordó el desarrollo de las habilidades de alfabetización en español como lengua materna e Inglés como idioma extranjero, y también exploró las posibles transferencias que pueden ocurrir cuando los dos idiomas se estudian al mismo tiempo. El investigador ha diseñado una intervención centrada en el enfoque basado en tareas que deben aplicarse de una manera dual en ambos idiomas. Los participantes de la intervención eran estudiantes de octavo grado de una institución pública y los datos fueron recogidos a través de cuestionarios, notas de campo maestro y artefactos de diez estudiantes de toda la población; Además, la metodología seleccionada para desarrollar el estudio fue la investigación de acción. Tras el análisis de los datos recogidos, se determinó que la aplicación de una enfoque de aprendizaje basado en tareas, en el desarrollo de las habilidades de alfabetización, favorece la interacción y transferencia de estrategias entre las lenguas en un proceso recíproco. Además, en las producciones de escritura, se comprobó que hay elementos que pueden transferir positivamente el enriquecimiento del proceso y los resultados en la nativa y la lengua extranjera; sin embargo, no se identificaron otros elementos que puedan producir interferencias, que necesitan ser tratados con cuidado a fin de evitar errores frecuentes en las producciones de alfabetización de los alumnos. Por lo tanto, esta investigación contribuye con las prácticas de enseñanza de idiomas proporcionando relevancia a la lengua materna en el proceso de aprendizaje de una extranjera; Además, proporciona una metodología que tiene como objetivo la mejora de las habilidades de alfabetización en español e Inglés, aprovechando las relaciones intrínsecas producidos por su estudio y práctica.It has been long believed that the literacy skills of a learner in his/her native language may have a direct relation in the development of the reading and writing processes in a foreign language desired to be learnt. Therefore, this study addressed the development of the literacy skills in Spanish as native language and English as a foreign language, and also explored the possible transferences that may occur when both languages are studied at the same time. The researcher designed an intervention centred on the task based approach to be applied in a dual way in both languages. The participants of the intervention were eighth graders of a public institution and the data was collected through questionnaires, teacher field notes and artifacts from ten students of the whole population; in addition, the methodology selected to develop the study was action research. After the analysis of the data collected, it was determined that the application of a task based learning approach, in the development of the literacy skills, favours the interaction and transference of strategies between the languages in a reciprocal process. Besides, in the writing productions, it was proved that there are elements that may transfer positively enriching the process and the outcomes in the native and the foreign language; nevertheless, there were identified other elements that may cause interferences which need to be addressed carefully in order to avoid frequent mistakes in the literacy productions of the learners. Thus, this research contributes with the language teaching practices providing relevance to the native language in the learning process of a foreign one; in addition, it provides a methodology that aims to the improvement of the literacy skills in Spanish and English, taking advantage of the intrinsic relations produced by their study and practice.PDFapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2InglésEspañolProducción literariaTESIS - FACULTAD CIENCIAS DE LA EDUCACIÓNMAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERASEDUCACIÓNENSEÑANZA PÚBLICAENSEÑANZA SECUNDARIAENSEÑANZA - MÉTODOSLECTURAESCRITURAIDIOMASProceso de alfabetizaciónDesarrollo de la lectura y la escrituraDesarrollo de habilidadesThe impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).info:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/masterThesisAlderson, J.C. (1984). Reading in a foreign language: A reading problem or a language problem? In J.C. Alderson & A.H. Urquhart (Eds.), Reading in a foreign language (pp. 1-27). New York: LongmanAnderson, N. J. (1999). Exploring second language reading. Boston, MA: Heinle & HeinleArndt, V. (1987). Six writers in search of texts: a protocol based study of L1 and L2 writing. ELT Journal, 41, 257 – 267.Barrett, T. C. (1976) Taxonomy of reading comprehension. In Teaching reading in the middle class. eds. Smith R. and Barrett, T. C. Reading. MA.: Addison-WesleyBell, J. & Burnaby, B. (1984). A handbook for ESL literacy. (1st ed.). Toronto: OISE Press.Berlin, J. (1987). Rhetoric and reality: Writing instruction in American colleges, 1900 – 1985. Carbondale: Southern Illinois University PressBrock, M. (1992). Teaching composition around the pacific rim: Politics and pedagogy. (1st ed.). Richmond, TX: Multilingual Matters Ltd.Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice-Hall Regents.Bygate, M., Skehan, P. & Swain, M. Research Pedagogic Tasks, Second Language Learning, Teaching and Testing. Harlow: Longman. 2001Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.Canard, J. (2007). Relationship between levels of literacy in Spanish (l1) and English (l2) of adult students in ESL programs.. (Master's thesis, UNIVERSITY OF KANSAS), Available from ProQuest. (1443689)Carr, W. and Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: FalmerCassany, D. (1994). Enseñar lengua. Madrid: Paidós.Cheryl, A. (1994). Transferring literacy skills from l1 to l2: From theory to practice. The Journal of Educational Issues of Language Minority Students, v 13, 209-221.Coffey, H. (2008). Critical literacy. Learn NC, Retrieved from http://www.learnnc.org/lp/pages/4437?ref=searchCohen, L. and Manion, L. (1994). Research Methods In Education (fourth edition). London: RoutledgeCohen, L. Manion, L. and Morrison, K. (2011). Research Methods In Education (7th ed.). New York: Routledge.Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. (3 ed., p. 4). United States of America: Thousand Oaks, CA : Sage Publications, 2009.Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39(1), 81-141Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251.De Castell, S., & A. Luke. (1986). Models of literacy in North American schools: Social and historical conditions and consequences. In S. de Castell, A. Luke, and K. Egan (Eds.), Literacy, society, and schooling. (pp. 87-109). New York: Cambridge University PressEllis, R. (2003). Task-based language learning and teaching. (1st ed.). New York: Oxford University Press.Estaire, S. and J. Zanon. 1994. Planning Classwork: A Task Based Approach. Oxford: HeinemannFreire, P., & Macedo, D. (1995). A dialogue: culture, language, and race. Harvard Educational Review, 65(3)Goodman, K. & Goodman, Y. (1983). Reading and Writing Relationships: Pragmatic Functions. Language arts, 60(5), 590-599.Grabe, W. (2009). Reading in a second language moving from theory to practice. (1st ed.). New York: Cambridge University Press.Grabe,W. and Stoller,F.L. ( 2001 ) Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia ( ed. ), Teaching English as a Second or Foreign Language (3rd ed.) ( pp. 187-203 ). Boston: Heinle & Heinle.Grabe,W. and Stoller,FL. ( 2002 ) Teacing and Researching Rading. Harlow : Pearson Education. LongmanHalliday, M.A.K. and Hasan, R. (1976). Cohesion in English. London: Longman.Harmer, J. (2004). How to Teach Writing. Harlow: Pearson Education Limited.Heath, S. B. (1986). Literacy, Society and Schooling. In S. de Castell, A. Luke, and K. Egan (Eds.). Literacy, society, and schooling. (pp. 209-229). New York: Cambridge University Press.Hirsch, E. (1987). Cultural literacy what every American needs to know. Boston: Houghton 101 Mifflin.Hopkins, D. (1985). A teacher’s guide to classroom research. Milton Keynes: Open University PressHubbard R. S., Shagoury, R. E.., & Power, B. M. (2003). The art of classroom inquiry: A handbook for teachers-researchers (2nd ed). Portsmouth, NH: Heinemann.Kaplan, R. (1966). Cultural thought patterns in intercultural education. Language Learning, 16, 1 – 20Kemmis, S. and Mctaggart, R. (1988). The action research planner (3rd ed.) Victoria: Deakin University.Knoblauch, D. (1990). Literacy and the politics of education. In A. A. Lumsford, Hl. Moglen, & J. Slevin (Eds.), The right to literacy (pp. 74-80). New York: The Modern Language Association of America.Kolb, David A. 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The impact of Dual task based approach in the process of literacy productions in spanish (L1) and english (FL).

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