Abstract

BARLETTA MANJARRES, Norma Patricia et al. Teaching and Learning of Reading and Writing: A Conspiracy in the Public Context. Leng. [online]. 2013, vol.41, n.1, pp.133-168. ISSN 0120-3479.

This article reports a case study aimed at examining the process of teaching and learning of reading and writing in L1 in a group of students of sixth grade at a public school in the Caribbean region of Colombia. The objective was to move beyond the mere diagnosis of the students´ competences and make an in-depth analysis of the context in order to gain insights into the processes that take place in the context. Data was collected through non-participant observation of Spanish classes and, interviews of the observed teacher and students. Curriculum and students´ notebooks were examined too. Additionally, a reading and writing test was designed and applied by the authors of this paper, who belong to the research group Language and Education from Universidad del Norte. Results indicate that the curriculum, and the materials as well as the teaching practice are negatively influencing the level of competence the students achieve. The curriculum is normative and does not aim at the development of communicative competences. Materials are scarce and at times inadequate. The teaching methodologies do not favor meaningful learning either. Both the institution and the official supervision organisms give consent to this situation. The purpose of this article is to present the results as well as the conclusions of the project in order to propose actions that can bring about transformations in the context of the study

Keywords : reading; writing; teaching; competences; teaching practice.

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