Lists in early learning to write.
Main Article Content
Abstract
The process of making lists has given rise to reflections in a range of disciplines, from history and archaeology to psychology, linguistics and anthropology. This article reports a number of these contributions, and describes the value of lists as a linguistic process for planning, accuracy and conceptual analysis, specifically related to writing and language learning. It presents examples of lists written by children in preschool and elementary school, from an extensive corpus of children’s writing. The activity of making lists is a method of helping students both in their earliest writing assignments and in later text analysis and production. Teachers using these procedures boost not only the lexical learning of lists, but also the cognitive operations for categorizing, planning and classifying that they involve.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Auroux, S. (1994). La révolution technologique de la grammatisation. Liège: Mardaga.
Bates, E. & Goodman, J. C. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition and real—time processing. Language and Cognitive Processes, 12(5), 507—588.
Biemiller, A. (2003). Vocabulary: needed if more children are to read well. Reading Psychology, 24(3—4). 315 – 27.
Blanche—Benveniste, C. (1998). Estudios lingüísticos sobre la relación entre oralidad y escritura. Barcelona: Gedisa.
Bowerman, M. (1982). Reorganizational processes in lexical and syntactic development. En E. Wanner y L. Gleitman (Eds.). Language acquisition: The state of the art (pp. 319—346). Cambridge: Cambridge University Press.
Calsamiglia, H. & Tusón, A. (2007). Las cosas del decir: manual de análisis del discurso (2ª, act ed.). Barcelona: Ariel.
Civil, M. (1995). Ancient Mesopotamian lexicography. Civilizations of the ancient Near East, 4, 2305—14.
Clark, A. (2006). Material Symbols. Philosophical Psychology, 19(3), 1–17.
Clark, A. & Chalmers, D. (1998). The extended mind. Analysis, 58, 7–19.
Clark, E. (1993). The Lexicon in Acquisition. Cambridge: Cambridge University Press.
Corbin, D. (1991). Morphologie dérivationnelle et structuration du lexique. Sens et structures. Presses Universitaires de Lille.
Cronin, V. S. (2002). The syntagmatic—paradigmatic shift and Reading Development. Journal of Child Language, 29, 189— 204.
Crystal, D. (1987). Teaching vocabulary: the case for a semantic curriculum. Child Language Teaching and Therapy, 3, 40— 56.
Domínguez, P., Nasini, S. & Teberosky, A. (2013). Juegos de lenguaje y aprendizaje del lenguaje escrito. Infancia y aprendizaje, 36(4), 501—515.
Ferreiro, E. (2002). Escritura y oralidad: unidades, niveles de análisis y conciencia metalingüística. En E. Ferreiro (Ed.), Relaciones de (in)dependencia entre oralidad y escritura (pp. 151—172). Barcelona: Gedisa.
Ferreiro, E. & Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño. México: Siglo XXI.
Goody, J. (1985, original, 1977). La domesticación del pensamiento salvaje. Madrid: Akal.
Goody, J. (1993). The Interface between the written and the oral. Cambridge: Cambridge University Press.
Hébrard, J. (1997). Graphic space in school exercise books in France in the 19th—20th century. En C. Pontecorvo (Ed.), Writing development. An Interdisciplinary View. Amsterdam: John Benjamins.
Hutchins, E. (2005). Material anchors for conceptual blends. Journal of Pragmatics, 37, 1555–1577.
Jefferson, G. (1990). List construction as a task and interactional resource. En: G. Pasathas (Ed.). Interaction competent (pp. 63—92). Washington, DC: University Press of America.
Küntay, A. (2004). List as alternative discourse structures to narratives in preschool children’s conversation. Discourse Process, 38(1), 95—118.
Mayr, E. & Bock, W. J. (2002). Classification and other ordering systems. Journal of Zoological Systematics and Evolutionary Research, 40, 169–194.
Nelson, K. (1977). The syntagmatic—paradigmatic shift revisited. A review of research and theory. Psychological Bulletin, 84, 93—116.
Olson, D. R. (1996). Towards a psychology of literacy: On the relations between speech and writing. Cognition, 60, 83—104.
Olson, D. R. (1998). El mundo sobre el papel. Barcelona: Gedisa. (versión original, 1994).
Sepúlveda, A. (2012). El aprendizaje inicial de la escritura de textos como (re)escritura. Tesis de doctorado. Universidad de Barcelona, Barcelona.
Sepúlveda, A. & Teberosky, A. (2008). Elaboración de listas a partir de textos y textos a partir de listas. Una actividad para aprender lenguaje escrito. Lectura y Vida, 29(4), 6—19.
Sepúlveda, A. & Teberosky, A. (2011). El lenguaje en primer plano en la literatura infantil para la enseñanza y el aprendizaje inicial del lenguaje escrito. Cultura & Educación, 26(1), 23—42.
Serra, M. & Sanz—Torrent, M. (2004). “Las 400 palabras”: datos para una perspectiva constructivista de la interfaz léxico—sintáctica. Anuario de Psicología, 32(2), 235—255.
Schiffrin, D. (1994). Making a list. Discourse Process, 17, 377—406.
Stanovich, K.E. (1986). The Matthew effects in Reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360—407.
Teberosky, A. & Portilla, C. (2011). Los “contrarios” en el aprendizaje inicial del lenguaje escrito. Cultura & Educación, 23(4), 515 – 531.
Teberosky, A. & Sepúlveda, A. (2009). El texto en la alfabetización inicial. Infancia y Aprendizaje, 32(2), 199—218.
Tomassello, M. (2003). Introduction. Some surprises for Psychologists. En: M. Tomassello (Ed.). The New Psychology of Language, 2 (pp. 1—14). Mahwah, NJ: Laurence Erlbaum.
Veldhuis, N. (2013). Lexical texts, ancient near east. En R. Bagnall, K. Brodersen, C. Champion, A. Erskine y S. Huebner (Eds.). Encyclopedia of Ancient History (pp. 4049–4050). Oxford, UK: Blackwell.
Vigner, G. (1993). Le monde, les mots et l’école. Éléments d’une didactique du vocabulaire à l’école élémentaire. Repères, 8, 191— 209.
Vygotsky, L. (1978). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.
Watson, R. & Horowitz, W. (2011). Writing Science Before the Greeks: A Naturalistic analysis of the Babylonian Astronomical Treatise MUL. APIN. New York: Brill Publications.
Watson, R. (2013). Archaic lists, writing and mind. Pragmatics & Cognition, 21(3), 484–504.