Refletion on language in early literacy. Two psicholinguistic & teaching models.

CASTEDO, MIRTA

Setúbal

Seminario; ARLE SIG Educational Linguistics 2016 Seminar; 2016

AERLE Eduling- Escola Superior de Educação

Currently, in Latin America, there are two major perspectives on literacy: cognitivist or phonologic awearence and psicogenetic constructivism. In short, phonological approach promotes the explicit teaching of low level units (phonems / graphems), their relationships and conventional name of letters. Psichogenetic approach promotes a kind of implicit teaching of low level units (phonems / graphems) and their relationships. ?Implicit?, in this case, means that teaching always appear in context of real lenguage and, meanwhile, relationship phonems/ graphems are often decontexualized in reflexive tasks in orden to promove an increse concious about them. Letters may be named in different ways, not only by the conventiconal names but also by the membership of a syllable or a name. Both are theoretical approches and, more or less, they differ in part from the usual classroom practices. This presentation will focus on recent and little known research results. First, a study carried out in order to know what are really the usual practices on literacy in Argentina. Second, results from five comparative teaching researchs.