El uso de textos modelo y la codificación de estructuras de la escritura académica: un abordaje funcional

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HOW, Vol. 21, No. 2 (2014)
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Publicado: oct 15, 2014
DOI: https://doi.org/10.19183/how.21.2.6
Palabras clave:
alfabetismo en la segunda lengua, codificación de textos, comunidades de práctica, escritura académica, meta cognición, textos modelo

Contenido principal del artículo

Wilder Yesid Escobar Alméciga
Universidad El Bosque, Bogotá
Reid Evans
Universidad El Bosque, Bogotá

Resumen

La presente experiencia pedagógica tuvo como objetivo atender las necesidades del proceso de escritura en inglés como lengua extranjera de estudiantes universitarios del programa de Educación Bilingüe con énfasis en la enseñanza del inglés. Por medio de textos modelo y de la codificación de estructuras de escritura académica se desarrolló un plan de instrucción buscando abordar las falencias develadas en la triangulación del análisis de necesidades. Implementando textos modelo que promovieran la concientización de estándares internacionales de escritura y el entendimiento de las funciones estructurales de textos académicos, se exploró una metodología que pretendía optimizar las competencias de estudiantes al enfrentarse a tareas de escritura académica. El estudio sugiere que la implantación de textos modelo y la codificación de estructuras de la escritura académica puede llegar a tener un impacto positivo en la producción académica escrita de los estudiantes.

Detalles del artículo

Cómo citar
Escobar Alméciga, W. Y., & Evans, R. (2014). El uso de textos modelo y la codificación de estructuras de la escritura académica: un abordaje funcional. HOW Journal, 21(2), 94–111. https://doi.org/10.19183/how.21.2.6
Número
Vol. 21 Núm. 2: (October 2014/March 2015)
Sección
Reportes de experiencias pedagógicas

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Biografía del autor/a

Wilder Yesid Escobar Alméciga, Universidad El Bosque, Bogotá

Wilder Yesid Escobar Alméciga holds a master’s degree in applied linguistics to the teaching of English from Universidad Distrital Francisco José de Caldas. He is an associate professor at Universidad El Bosque and his research interests include discourse analysis, identity, and English language teaching. He is currently an active member of the research group Docencia Universitaria Unbosque.

Reid Evans, Universidad El Bosque, Bogotá

Reid Evans is an assistant professor of EFL and a researcher in the newly founded EDLE research group at Universidad El Bosque in Bogotá, Colombia. He has studied foreign language education and has subsequently earned an M.S. in literacy education from the State University of New York at New Paltz. His previous publications have focused on the topics of linguistic typology, literacy practices, and academic writing in the foreign-language setting.
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