THE USE OF DIDACTIC SEQUENCES AND THE TEACHING OF L1.AN ANALYSIS OF AN INSTITUTIONAL PROGRAM OF TEACHING

dc.creator	VERA LÚCIA LOPES CRISTOVÃO
dc.date	2009-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:26Z
dc.date.available	2015-08-12T11:19:26Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/97f28b82c7fc41cdac2578940ba9555d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27600
dc.description	A competitive program called “Writing the Future (Escrevendo o Futuro)”, developed withthe aim of improving written production at Brazilian public schools may gain importance in a contextwhere meaningful reading and writing skills are considered key factors to social inclusion and to personal,educational and professional achievements. This paper will begin by presenting an overview of theBrazilian Competitive Program “Writing the Future (Escrevendo o Futuro)” developed using a genrebasedapproach, before proceeding with the following objectives: a) to analyze written texts produced bystudents who used the Program’s didactic sequence as a learning tool of the didactic intervention work,and b) to debate critically teaching writing at school with such a program. Didactic sequences are definedas a group of school activities systematically organized within a class project (Dolz & Schneuwly, 1998:93) aimed at developing students’ language capacities. The texts were analyzed according to two dimensions:a) the criteria established by the program itself; b) the language plans that constitute any text (accordingto Bronckart, 2003). As a preliminary result, the levels of (in)adequacy of the texts produced inthe genre taught in the didactic sequence may be stressed, as well as the type of difficulty of linguisticaccuracy in general. Another result is the kind of pedagogic practice underlying the proposal, togetherwith the different dimensions of teacher education it may involve.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=301
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 9, Iss 2, Pp 5-25 (2009)
dc.subject	genre-based approach
dc.subject	didactic sequences
dc.subject	teaching
dc.subject	written production
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	THE USE OF DIDACTIC SEQUENCES AND THE TEACHING OF L1.AN ANALYSIS OF AN INSTITUTIONAL PROGRAM OF TEACHING
dc.type	article