Cómo define la alfabetización el profesorado de primaria de inglésun estudio empírico

  1. Fernández-Fernández, Raquel 1
  2. Arteaga-Martínez, Blanca 2
  3. Florian, Nathan 3
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  3. 3 Centro Universitario Cardenal Cisneros
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Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Ano de publicación: 2022

Número: 38

Tipo: Artigo

DOI: 10.30827/PORTALIN.VI38.21068 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Obxectivos de Desenvolvemento Sustentable

Resumo

Literacy development is at the core of how we interact with the world around us. However, this concept is not static and changes over time, adapting itself to different circumstances and needs. In the present study, a group of EFL teachers (n=104) is required to define 'literacy'. Their definitions are then analysed to determine their accuracy to those found in present specialised literature in the area. Results show that the notions provided by participants still contain traditional features, and thus, highlight the importance of including the conceptualisation of literacy as a crucial component in in-service training programmes.

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Fonte de datos: Dialnet