DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING

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Portada de Chakiñan, número 16, correspondiente a abril 2022.
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Published: Dec 17, 2021
DOI: https://doi.org/10.37135/chk.002.16.08
Keywords:
Teaching of reading, discourse, teachers, teaching practice, intervention

Main Article Content

Ivonne Eulalia Ponce Naranjo
Investigadora independiente, Cuenca, Ecuador
https://orcid.org/0000-0003-1089-3888

Abstract

This study proposes the configuration and influence of the teaching discourse for the materialization of reading practices in the classroom. It is based on the problems and alternatives of the solution associated with the development of reading skills. It was identified and written by language teachers in public schools and high schools in Ecuador as part of their dissertation proposal to obtain a master's degree. The study's objective was to analyze the discursive teaching construction around the teaching of reading. The problematization and the proposals made by the teachers were studied from a qualitative documentary approach, with theoretical-analytical support. In this way, guidelines for educational intervention were found, which show the need for a teaching practice that can provoke educational acts rather than programmatic actions.


 

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How to Cite
Ponce Naranjo, I. E. (2021). DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING. CHAKIÑAN, Journal of Social Sciences and Humanities, 16, 128-142. https://doi.org/10.37135/chk.002.16.08
Issue
No. 16: april 2022
Section
REVIEW ARTICLES
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Author Biography

Ivonne Eulalia Ponce Naranjo, Investigadora independiente, Cuenca, Ecuador

Proyecto Pedagogía y Lecturas

How to Cite

Ponce Naranjo, I. E. (2021). DISCOURSE AND TEACHING PRACTICE: INTERVENTIONS IN THE TEACHING OF READING. CHAKIÑAN, Journal of Social Sciences and Humanities, 16, 128-142. https://doi.org/10.37135/chk.002.16.08

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