Cómo define la alfabetización el profesorado de primaria de inglés: un estudio empírico

• Fernández-Fernández, Raquel ^[1] ; Arteaga-Martínez, Blanca ^[2] ; Florian, Nathan ^[3]
  1. [1] Universidad de Alcalá

     Universidad de Alcalá

     Alcalá de Henares, España

     
  2. [2] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
  3. [3] Centro Universitario Cardenal Cisneros

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• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 38, 2022, 63 págs.
• Idioma: inglés
• DOI: 10.30827/portalin.vi38.21068
• Títulos paralelos:
  • How EFL primary teachers define literacy: an empirical study
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El desarrollo de la alfabetización es central en la manera en la que interactuamos con el mundo. Sin embargo, este concepto cambia con el tiempo, adaptándose a las diferentes circunstancias y necesidades. En este estudio, se pide a un grupo de docentes de inglés (n=104) que definan qué es alfabetización. Sus definiciones son analizadas para determinar su grado de corrección en comparación a las que se presentan en la literatura especializada en el área. Los resultados indican que las nociones que muestran los participantes contienen rasgos tradicionales y, por tanto, subrayan la importancia de incluir la conceptualización de la alfabetización como un componente fundamental en los programas de formación permanente de profesorado.

  • English

    Literacy development is at the core of how we interact with the world around us. However, this concept is not static and changes over time, adapting itself to different circumstances and needs. In the present study, a group of EFL teachers (n=104) is required to define 'literacy'. Their definitions are then analysed to determine their accuracy to those found in present specialised literature in the area. Results show that the notions provided by participants still contain traditional features, and thus, highlight the importance of including the conceptualisation of literacy as a crucial component in in-service training programmes.

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