Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism

Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism

This article presents the results of an analysis of the work of an elementary school teacher in a fifth-grade Spanish class. The theoretical frame of reference is sociodiscursive interactionism and its contributions to research on teachers’ work based on prescribed, effective and represented work. T...

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Autores principales: Rodríguez Hernández, Blanca Araceli, González López, Erika Michelle
格式: Online
語言:spa
出版: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021
在線閱讀:https://redie.uabc.mx/redie/article/view/2908
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spelling redie-article-29082024-05-08T20:24:07Z Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism Enseñar español en primaria: análisis desde el interaccionismo sociodiscursivo Rodríguez Hernández, Blanca Araceli González López, Erika Michelle evaluación docente estudio del trabajo asignaturas de enseñanza básica español teacher evaluation work study basic study subjects Spanish This article presents the results of an analysis of the work of an elementary school teacher in a fifth-grade Spanish class. The theoretical frame of reference is sociodiscursive interactionism and its contributions to research on teachers’ work based on prescribed, effective and represented work. To analyze the class, we revisit Riestra’s (2008) proposal to study the instructions given and associated dialogues through self-confrontation between the researcher and the class teacher. The results show the importance of rephrasing instructions to understand how tasks progress and evaluate what is happening in the classroom. They also suggest that the reasons for rephrasing were linked both to the teacher (class management assumptions and confusion about the genre of the text) and to the prescribed work. El artículo presenta los resultados del análisis del trabajo de una profesora de primaria durante una clase de español en un grupo de quinto grado. La perspectiva teórica de referencia es el interaccionismo sociodiscursivo y sus contribuciones al estudio del trabajo de los docentes a partir del trabajo prescrito, efectivo y representado. Para el análisis de la clase se retoma la propuesta de Riestra (2008), para estudiar las consignas y el diálogo sobre éstas a través de la metodología de la autocofrontación entre la investigadora y la profesora de grupo. Los resultados muestran la importancia de la reformulación de las consignas para comprender la evolución de las tareas y evaluar lo que sucede en la clase. Asimismo, dejan entrever que los motivos de las reformulaciones estuvieron vinculados tanto con la profesora (supuestos gestión de clase y confusión con el género textual) como con el trabajo prescrito. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021-02-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/2908 10.24320/redie.2021.23.e03.2908 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 14 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 14 1607-4041 spa https://redie.uabc.mx/redie/article/view/2908/2069 https://redie.uabc.mx/redie/article/view/2908/2070 https://redie.uabc.mx/redie/article/view/2908/2078 Derechos de autor 2021 Blanca Araceli Rodríguez Hernández, Erika Michelle González López https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Rodríguez Hernández, Blanca Araceli
González López, Erika Michelle
spellingShingle Rodríguez Hernández, Blanca Araceli
González López, Erika Michelle
Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism
author_facet Rodríguez Hernández, Blanca Araceli
González López, Erika Michelle
author_sort Rodríguez Hernández, Blanca Araceli
title Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism
title_short Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism
title_full Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism
title_fullStr Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism
title_full_unstemmed Teaching Spanish in Elementary School: An Analysis from Sociodiscursive Interactionism
title_sort teaching spanish in elementary school: an analysis from sociodiscursive interactionism
description This article presents the results of an analysis of the work of an elementary school teacher in a fifth-grade Spanish class. The theoretical frame of reference is sociodiscursive interactionism and its contributions to research on teachers’ work based on prescribed, effective and represented work. To analyze the class, we revisit Riestra’s (2008) proposal to study the instructions given and associated dialogues through self-confrontation between the researcher and the class teacher. The results show the importance of rephrasing instructions to understand how tasks progress and evaluate what is happening in the classroom. They also suggest that the reasons for rephrasing were linked both to the teacher (class management assumptions and confusion about the genre of the text) and to the prescribed work.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2021
url https://redie.uabc.mx/redie/article/view/2908
_version_ 1798984260206460928

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