Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article aims to establish relationships between the memorization strategies memorization used by students from 9 to 13 years old in two official education institutions of Medellín (Colombia) and their oral production regarding English as a foreign language. The research was oriented with a quantitative focus, a correlational study of defined variables was proposed, and its design was quasi-experimental. An assessment test was implemented at the beginning and at the end of the assignment that was administered to a control and an experimental, and the collected data were analyzed through the t statistic package of Student to evaluate the mean difference. The results allowed concluding that there is indeed a relationship between the studied variables (memorization strategies and English oral production) because the implementation of activities aimed at improving the aforementioned strategies fostered the development of oral production skills regarding English as a Foreign Language in the study subjects.

The article presents the results of a research work titled Literary competence from the school library, classroom project to form literary readers in ninth grade. The objective is to account for the strengthening of literary competence from a classroom project focused on school libraries. Within the library, this competence finds a privileged space to enhance the capabilities regarding the comprehension and production of literary texts with the knowledge, attitudes, and skills acquired from reading experiences. The employed methodology is framed within a qualitative approach and an action-research design through a classroom project that considers the students’ interests, desires, and needs. The conceptual foundations are provided by authors such as Lomas, Rosenblatt, and Mendoza, since thinking about a social reading practice enables training autonomous readers who understand how meaning has been given to life. The findings revolve around the aspects of literary competence that are strengthened through a classroom project, the implications implementing school libraries to promote reading habits, and the way in which a classroom project on school libraries can improve literary education. In conclusion, literary competence training with regard to school libraries leads to the formation of literary readers who assume the social practice of reading through their participation.

Literature transforms the subject because its raw material is words and imagination, two issues that operate in the human being for an adequate development of its reality. By sharing these elements, what we will call the infinite bifurcated consciousness emerges because the purpose of literature is to reveal possible worlds. Rhizomatic thinking is proposed as a method to evidence the complicities and possible articulations that exist between literature and performativity. This article does not try to exhaust the analytical potential, but rather to leave the door open for future explorations, reflections, or texts. In general, in literature during the XXI century, the role of performativity in the subject and its incidence in what is political is discovered. The activism of today's world, both in its face-to-face and virtual versions (social networks), indicates the close relationship between aesthetics (including literature and fiction) and politics.

Despite the popular distinction between ‘native’ and ‘non-native’ speakers of English, the participation in academia and science of writers whose native language is not English is increasing, which is why it is relevant to propose differentiations in terms of writing expertise. In this work, we reviewed the definitions of expert and novice writers on academic and scientific texts available in the literature, and we compared one of them with the self-representations that science writers elaborate within their narratives. To this effect, we interviewed 18 researchers from a university in Argentina. The data collected were analyzed according to emerging categories from experiential meanings related to the reported expertise. We found that one of the definitions most frequently used by linguists within the fields of English for specific and academic purposes (ESP and ESA) characterizes writers according to the genre that they produce. Thus, experts write research articles and novices write doctoral dissertations. By comparing it with self-representations, we observe that this definition does correspond to scientists’ own perceptions in the fields of chemistry, biochemistry, physics, mathematics, and geology, as the categories are linked with activities carried out within their research groups and with institutional requirements regarding the publication research articles for graduation. Finally, we highlight the need to complement the definitions in the literature with elements derived from a situated characterization that considers the researchers’ own perceptions.

In Colombia, the teaching of oral expression does not receive the same attention as the teaching of reading and writing. Literacy is understood as a set of discursive practices, as the different ways of using language and giving meaning to both speech and writing.  However, the tacit inclusion of oralicity in literacy resulted in a practical exclusion; it made it invisible from discourse and academic practice, it and hindered the real perception of the problem. This article proposes a reflection about the theoretical construction of the concept of oralicy and the very use of the term, understood as assuming and consciously and deliberately using language for cognitive, interactive, creative, expressive, and transforming purposes. In order to achieve such argument, an interpretive hermeneutical research approach was employed by means the hermeneutic-language-education triadic relationship, where the subjects involved in educational actions, students and teachers (to mention only two), are cohesive by a mutual influence mediated by the language that conveys learning. This allows us to reflect on the construction of knowledge based on dialogue and the subsequent need for oralicy, whose foundations are language and hermeneutics. It is concluded that the impact that school can have in turning the student into an academically literate person or a discursive subject implies the assumption of roles, cognitive aspects, and ways of speaking, listening, interacting, and transforming society, which is understood as a whole.

This article proposes a reflection on the representation of displaced childhood in the children and young people’s literature of recent decades in Colombia; specifically reviewing the case of the book El mordisco de la media noche by Francisco Leal Quevedo. The objective is to study, from a hermeneutical-comprehensive research perspective, the story of the protagonist, Mile, a girl from the Colombian Guajira belonging to the wayuú community, an emblematic character of displacement, who embodies the role that children involuntarily assume in these events, forced to see everything, hear everything, and be silent. In the analysis, the girl's subjectivity is presented in two ways: first, as a border character; secondly, as an organic continuum that is defined by her relationship with the animal world as an extension of humanity. It is concluded that the child and female character predestined to disappear – as she is indigenous, a woman, and a girl– resists through a voice that is sustained in the story to enunciate the violence and survive her uprooting.

Several studies on language didactics point out that the performance of pre-service teachers is highly influenced by beliefs that resist curricular orientations and research knowledge. This work aims to show the functioning of teaching practices for initial learning of reading and writing determined by the Spanish curriculum. To this effect, under a qualitative methodology that addresses the dialogic perspective of teaching, 71 reading and writing tasks were analyzed, which were representative of three different teaching practice profiles. The results show differences between tasks in terms of their typology, the interaction they generate, the materials and resources that come into play, and the contents they develop. The relevance of knowledge regarding practices is made explicit, which is grounded and contextualized in the reality of Infant and Primary classrooms in order to further the knowledge of pre-service teachers and teachers’ professional development.

This paper aims to show the transformation of a Spanish and literature teacher into a seamstress-teacher alongside her PhD advisor. After experiencing the relationship between writing and sewing as a means of research in order to think and perceive in a different way than what has been felt and sewn in the labyrinth-bodies of the two women and teachers, as a way to approach the underlying affections that are often suffocated behind the excess of productivity in their teaching environment. This article is founded upon the new forms of research circumscribed in teacher training, which question the method as an action in order to intertwine research and researchers and experience that which can be changed, by estranging that which one has experienced and felt, instead of limiting oneself to consolidating what one already knows. Throughout this research, the teacher who becomes a seamstress-teacher employs a disruptive form of writing from her sewing workshop to sew and unsew the affections within the same gesture, as an exercise in creating affectures, experiencing, along with teachers, another way of writing that allows sharing and transforming affectures into affictions in order to strengthen the power of interacting in educational encounters and, therefore, in the power of educating.

En las últimas décadas, en el campo educativo a nivel global, viene tomando fuerza una mirada que asume la enseñanza de la lectura y la escritura como prácticas, también denominado enfoque sociocultural. En este sentido, este artículo presenta una revisión documental frente a los siguientes interrogantes: ¿Cuáles son los énfasis en la enseñanza de la lectura y la escritura que ocupan un lugar preponderante en la escuela colombiana y cuáles son sus prácticas habituales? ¿En qué se diferencia un enfoque sociocultural de esos otros enfoques? ¿Qué elementos toma una mirada sociocultural de lo lingüístico y lo comunicativo? En consonancia, se realiza una investigación cualitativa desde el método de análisis documental a partir de las siguientes etapas: 1) búsqueda y selección y 2) análisis de la información. Como resultado se encuentra que los enfoques con mayor tradición en la escuela son el lingüístico y el comunicativo; la enseñanza de la lectura en clave sociocultural va más allá de lo que plantean estas dos perspectivas; y, aunque el enfoque sociocultural se diferencia del lingüístico y el comunicativo, retoma elementos de estos para ofrecer una mirada más amplia. Por último, se indica que la enseñanza de la lectura y la escritura como prácticas es la perspectiva más pertinente en el contexto de la educación básica y media colombiana.