Literacy development in EFL textbooks in Madrid's primary schools
Research indicates that Spanish schools tend to focus on literacy in a narrow sense, as in the mechanics of reading and writing with a focus on text at the word and sentence level. However, the idea of literacy on an international scale includes the ability to use reading and writing skills for a va...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/40813 |
| Acceso en línea: | http://hdl.handle.net/10017/40813 https://dx.doi.org/10.26378/rnlael1327332 |
| Access Level: | acceso abierto |
| Palabra clave: | Literacy Textbooks English as a foreign language Primary education Bilingual education Alfabetización Libros de texto Lengua inglesa Enseñanza primaria Enseñanza bilingüe Filología Philology |
| Sumario: | Research indicates that Spanish schools tend to focus on literacy in a narrow sense, as in the mechanics of reading and writing with a focus on text at the word and sentence level. However, the idea of literacy on an international scale includes the ability to use reading and writing skills for a variety of activities with texts. This study seeks to examine whether four fourth grade textbooks for English as a Foreign Language used in Madrid take the more traditional approach to literacy or a broader one that involves the consideration of genre characteristics and work at the text level. A questionnaire was formulated to examine the reading and writing activities of the textbooks. The results suggest that the books present a more narrow view of the concept of literacy. |
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