Ahozkotasunaren irakaskuntza bigarren hezkuntzako testuliburuetan
[EN]Traditionally writing skills have been given priority in language teaching and so, oral skills have been put aside. However, during the last years many voices have asserted the importance of oral skills. Therefore, they claim that oral language teaching must be emphasized at school. Also, the ne...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2010 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/10353 |
| Acceso en línea: | http://hdl.handle.net/10810/10353 |
| Access Level: | acceso abierto |
| Palabra clave: | secondary education oral skills language teaching Basque language textbook didactics enseñanza secundaria competencias orales enseñanza de lenguas euskera libro de texto didáctica enseignment secondaire compétences orales enseignement d’une langue langue basque manuel d’enseignement didactique Bigarren hezkuntza euskara ahozko gaitasunak hizkuntzaren irakaskuntza testuliburua didaktika EDUCATION AND EDUCATIONAL RESEARCH |
| Sumario: | [EN]Traditionally writing skills have been given priority in language teaching and so, oral skills have been put aside. However, during the last years many voices have asserted the importance of oral skills. Therefore, they claim that oral language teaching must be emphasized at school. Also, the necessity of strengthening oral language is shown in the new curriculum. Nevertheless, those intentions are reflected in very different ways in textbooks. In this work we have looked into the treatment that oral language is given in teaching materials because, in our opinion, textbooks are one of the most important tools for teachers. The facts show that the importance given to oral language and the exercises and tools needed to work that skill are very different from one publishing house to another. Besides, we have confirmed that all the textbooks don’t satisfy the requirements proposed in the Basque official curriculum (e.g. didactic sequences) or that the approach to the text or the way to work with it are not always what they should be. Therefore, it is obvious that we have still a long way in the field of oral language and specially in the way of teaching oral skills |
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