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Metalanguage for Spoken Discourse in Reading to Learn (R2L)

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dc.audience
dc.contributor.advisorHerazo Rivera, José David
dc.contributor.authorSánchez Ruiz, Geraldine
dc.contributor.juryPacheco, Leonardo
dc.contributor.juryArrieta, Adolfo
dc.date.accessioned2024-08-16T00:44:24Z
dc.date.available2024-08-16T00:44:24Z
dc.date.issued2024-08-16
dc.description.abstractReading to learn (R2L) is an instructional approach in which teachers support learners in the creation of meaning in texts. To that end, the approach follows a 3-stage cycle that moves learners from joint to independent creation of meaning to fulfill a purpose socially through language. To date, few studies have explored the role of metalanguage as a tool to support learners during each stage of the R2L cycle (for oral communication. Therefore, this case study aimed to find out how SFL metalanguage could serve as an aid during students’ creation of spoken texts throughout R2L instruction. Under the scope of Systemic Functional Linguistics (SFL), metalanguage refers to the language used for talking about language itself, used to identify and explain meaning in contexts. This study was part of a larger investigation that sought to explore a teacher’s changes in praxis as she learned R2L for spoken discourse in a state high school in Cordoba, Colombia. Analysis of Metalinguistic literacy events (MLE) presented during observations and learning sessions revealed that the teacher first learned the metalanguage needed for the chosen genre and later included it during her class development for different purposes such as explaining the genre, guiding the activity, and helping students to achieve the lesson goals. Furthermore, students used metalanguage to identify the stages and create meaningful and purposeful spoken texts. This study contributes to the existing body of knowledge as well as invites further exploration and refinement of metalanguage integration within educational practices in the language classroom.eng
dc.description.abstractLeer para aprender (R2L) es un enfoque pedagógico en el que los profesores ayudan a los alumnos a crear significado a partir de los textos. Para ello, el enfoque sigue un ciclo de 3 etapas que lleva a los alumnos de la creación conjunta a la creación independiente de significado para cumplir un propósito socialmente a través del lenguaje. Hasta la fecha, pocos estudios han explorado el papel del metalenguaje como herramienta de apoyo a los alumnos durante cada etapa del ciclo R2L (para la comunicación oral). Por lo tanto, este estudio de caso pretendía averiguar cómo el metalenguaje del LSF podía servir de ayuda durante la creación de textos orales por parte de los estudiantes a lo largo de la enseñanza del R2L. En el ámbito de la Lingüística Sistémica Funcional (LSF), el metalenguaje se refiere al lenguaje utilizado para hablar sobre el propio lenguaje, utilizado para identificar y explicar el significado en contextos. Este estudio fue parte de una investigación más amplia que buscaba explorar los cambios en la praxis de una profesora mientras aprendía R2L para el discurso hablado en un colegio estatal en Córdoba, Colombia. El análisis de los eventos de alfabetización metalingüística (EML) presentados durante las observaciones y sesiones de aprendizaje reveló que la profesora primero aprendió el metalenguaje necesario para el género escogido y luego lo incluyó durante el desarrollo de su clase con diferentes propósitos como explicar el género, guiar la actividad y ayudar a los estudiantes a alcanzar los objetivos de la lección. Además, los alumnos utilizaron el metalenguaje para identificar las etapas y crear textos orales con sentido y propósito. Este estudio contribuye al corpus de conocimientos existente e invita a seguir explorando y perfeccionando la integración del metalenguaje dentro de las prácticas educativas en el aula de idiomas.spa
dc.description.degreelevelMaestría
dc.description.degreenameMagíster en Enseñanza del Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsTable of Contenteng
dc.description.tableofcontentsTheoretical Frameworkeng
dc.description.tableofcontentsMetalanguageeng
dc.description.tableofcontentsMediation
dc.description.tableofcontentsGenre-based pedagogy
dc.description.tableofcontentsReading to learn (R2L)
dc.description.tableofcontentsReading to Learn (R2L) for Spoken Discourse
dc.description.tableofcontentsLiterature Review
dc.description.tableofcontentsMetalanguage and SFL
dc.description.tableofcontentsStudents Use Metalanguage
dc.description.tableofcontentsTeachers' Use of Metalanguage
dc.description.tableofcontentsMetalanguage for Spoken Discourse
dc.description.tableofcontentsMethodology
dc.description.tableofcontentsType of Research
dc.description.tableofcontentsContext and Participants
dc.description.tableofcontentsData Collection
dc.description.tableofcontentsData collection procedures
dc.description.tableofcontentsTeacher Learning Sessions
dc.description.tableofcontentsEthical issues
dc.description.tableofcontentsData analysis
dc.description.tableofcontentsFindings
dc.description.tableofcontentsSFL-Metalanguage Use During the Learning Sessions
dc.description.tableofcontentsMetalanguage to learn the Methodology
dc.description.tableofcontentsMetalanguage use forText Selection
dc.description.tableofcontentsMetalanguage to Analyze students texts
dc.description.tableofcontentsSFL-Metalanguage use During R2L lessons
dc.description.tableofcontentsDiscussion
dc.description.tableofcontentsConclusion
dc.description.tableofcontentsReferences
dc.description.tableofcontentsAppendices
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Institucional Unicórdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8545
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programMaestría en en Enseñanza del Inglés
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceUniversidad de Córdoba
dc.subject.keywordsMetalanguage
dc.subject.keywordsspoken texts
dc.subject.keywordsgenre
dc.subject.keywordsR2L
dc.subject.proposalMetalenguaje
dc.subject.proposalGenero
dc.subject.proposalTextos hablados
dc.subject.proposalPedagogía de generos
dc.titleMetalanguage for Spoken Discourse in Reading to Learn (R2L)eng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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