Adolescents, curriculum, and literary competence.

Inhalt

Autor/Urheber	Guadalupe López Bonilla; Guadalupe Tinajero Villavicencio; Carmen Pérez Fragoso
Institution	Universidad Autónoma de Baja California
Titel	Adolescents, curriculum, and literary competence.
Quelle	In: 1607-4041; Revista Electrónica de Investigación Educativa, Vol 8, Iss 2 (2006)(2006) PDF als Volltext kostenfreie Datei
Sprache	spanisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Bachillerato; cultura escrita; práctica de literacidad; competencia literaria; enseñanza de la literatura; Education; Education (General)
Abstract	In this paper we look at access to literary texts, and analyze literacy practices in a specific context and domain: high school literature classes. We start out from a sociocultural perspective for our study of literacy events and practices. In particular, we have begun our research supported by the work of Mary Hamilton and the New Literacy Studies to identify events and their components, in order to infer the practices that give meaning to the events observed. The study was conducted in a state high school ( COBACH ), and in a federal high school offering two different programs: the General Diploma ( GD ), similar to that of the COBACH , and the International Baccalaureate Diploma ( IB ). The results allow us to surmise what type of reader and level of literary competency is offered by each scholastic culture.
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