Investigando las dificultades de la expresión escrita en estudiantes de primaria

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Published: Apr 14, 2011
DOI: https://doi.org/10.14482/zp.14.505.88
Keywords:
difficulties written expression bilingual school skills strategies.

Main Article Content

Teresa Benítez Velásquez
Profesora de tiempo completo del Departamento de Lenguas de la Universidad del Norte.
https://orcid.org/0000-0002-5042-3998

Abstract

This article presents the results of a qualitative action research study about the possible causes of the difficulties in the written expression of fifth grade students of a bilingual school in Barranquilla. The study was conducted only on its ethnographic stage, which involved investigating the problem, analyzing data, and interpreting results for a further design of an action plan that contributes to the solution of this problem. The design of this action plan will be subject of a future investigation.


This study included six 5th grade students, 3rd, 4th, and 5th grades Language teachers, and the elementary school academic coordinator. The techniques applied were observations, semi-structured interviews, and documentary analysis (students' written production, teachers' protocols, writing class activities, students' evaluation samples, lesson plans, and the 5th grade writing scope and sequence). Triangulation was used as the technique for analyzing the data obtained with the different instruments.

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Article Details

Issue
No. 14 (2011)
Section
Artículo de investigación
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Author Biography

Teresa Benítez Velásquez, Profesora de tiempo completo del Departamento de Lenguas de la Universidad del Norte.


Magíster in Education with emphasis on English Language teaching and Specialist in Language Teaching. Teaching experience in preschool, elementary, high school, university levels, and teacher training on ELT methodology.
Currently a Language teacher at the Uninorte's Language Department in the International Relations English program and the Specialty in Language Teaching.

 

 

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