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- Title
Antecedentes y fundamentos teóricos de los cursos universitarios de contenido disciplinar con lectura y escritura: un acercamiento al contexto latinoamericano.
- Authors
OCHOA-VILLANUEVA, EURÍDICE MINERVA; RENGIFO-MATTOS, KARINA DECYRE
- Abstract
This article presents a background analysis of subject courses that incorporate reading and writing as a way to learn both subject knowledge and the discursive representation of the discipline. It also provides an overview of the theoretical foundations that underlie these courses in Latin America and how they operate in this region. Findings demonstrate that the theories guiding course design and implementation manifest themselves in at least three different domains: the way language, reading and writing are conceived for the design of these courses; the way the courses are taught; and the way the target students are defined. In addition, three different teaching models can be identified: the as- sociate teacher model that includes both a subject teacher and a writing teacher; the model in which the subject teacher receives advice on how to teach writing; and lastly, the program support model, in which the writing and subject teachers work separately with students in parallel sessions. In Latin America, subject courses that include reading and writing as a means of learning are heterogeneous not only in their formulation, but also in their theoretical foundations and their operationalisation. They are also at different levels of consolidation. Studying these courses in greater depth offers a way not only to strengthen them, but to enrich the field of university-level writing instruction in general.
- Subjects
KNOWLEDGE representation (Information theory); WRITING education; TEACHING models; CONTENT analysis; TEACHERS
- Publication
Educatio Siglo XXI, 2021, Vol 39, Issue 1, p21
- ISSN
1699-2105
- Publication type
Article
- DOI
10.6018/educatio.452021