Didactic sequences for language teaching: At the crossroads of theory and methodology

Authors

  • Inés Maria García-Azkoaga Universidad del País Vasco
  • Ibon Manterola Universidad del País Vasco

Abstract

The aim of this paper is to analyze didactic sequences (DS) for language teaching designed by primary teachers and also to propose some criteria that may guide teachers in the creation and (self-) assessment of such sequences. Our perspective on didactic sequence follows the principles proposed by its Genevan creators, that is to say, we conceive them as tools for the teaching of text genres, which are in turn considered the unit of communication. The didactic sequences studied in this paper were designed over the course of some teacher training sessions. Given the difficulties observed in the elaboration process of the sequences (difficulties to explicit the instructions for text production; vague notion of text genre, etc.), the criteria used in order to analyze the sequences are based on the principles governing the didactic sequences. It is assumed that the main difficulties derive from teachers’ previous theoretical and methodological assumptions and from a dissociated conception of didactic sequences and text genres. Results show the main aspects to be highlighted in the elaboration of DS and suggest the interest of relying on some criteria that may guide teachers when designing DS. However, the indicators proposed in our work should not be considered as a closed set, but rather as a proposal to be modified and completed by future research. Up to now, these criteria confirm the importance of insisting on the theoretical and methodological basis of the DS over the course of teacher training sessions.

Keywords: text genres, didactics of languages, didactic sequences.

Author Biographies

Inés Maria García-Azkoaga, Universidad del País Vasco

La Dra. Ines Mª Garcia Azkoaga es profesora titular de la Universidad del País Vasco (UPV/EHU). Trabaja en el Departamento de Lengua Vasca y Comunicación y ha trabajado también en el Departamento de Didáctica de la Lengua y de la Literatura.

 

Es miembro del equipo de investigación consolidado HIJE de la UPV/EHU. Su ámbito de investigación es el aprendizaje de las lenguas y el estudio de textos y discursos producidos en contextos multilingües. Ha sido presidenta de la sección de educación de la Sociedad de Estudios Vascos y es miembro de la Cátedra Unesco de Patrimonio Lingüístico Mundial.

Ibon Manterola, Universidad del País Vasco

El Dr. Ibon Manterola es profesor en el Departamento de Lingüística y Estudios Vascos de la Universidad del País Vasco.

Es miembro del equipo de investigación consolidado HIJE de la UPV/EHU. Su ámbito de investigación es la adquisición y el aprendizaje de las lenguas en contextos multilingües. Es miembro de la Cátedra Unesco de Patrimonio Lingüístico Mundial.

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Published

2016-04-28

How to Cite

García-Azkoaga, I. M., & Manterola, I. (2016). Didactic sequences for language teaching: At the crossroads of theory and methodology. Calidoscópio, 14(1), 46–58. Retrieved from https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.141.04

Issue

Vol. 14 No. 1 (2016): January/April

Section

Articles

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