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TEACHING AND LEARNING ANOTHER LANGUAGE STRATEGICALLY, Maira Julenny…
TEACHING AND LEARNING ANOTHER LANGUAGE STRATEGICALLY
Information Processing Theory
Information processing theory also explains the human cognitive system as one consisting of long-term and short-term memory.
Short-term memory
is made of the bits of information that are being worked on (also called working memory) plus the information retrieved from long-term memory. Short-term memory processing and capacity are very limited.
Long-term memory
capacity is theoretically infinite. Strategies facilitate information to be received, recalled and retrieved; in other words, strategies facilitate the inclusion of information in the general cognitive system.
Procedural: how to do things
Metacognitive: the way you learn and the awareness you have of it
Declarative: factual
Estimates that knowledge is represented in a variety of forms, including propositions, productions and images.
In order to use or store information, humans organize knowledge through language or actions, or by representing images.
Strategy is a style of thinking, a concious and deliberate process, an intensive implementation system, the science of insuring future success. Pete Johnson
The theories help teachers to decide how to investigate language acquisition, understand what they could do and enrich their practices.
Levels of strategic thinking
Funtional level
The tools' use form
Metacognitive Level
discern the time and form
Factic leve
Acknowledge organized schemes
The Dimensions of Literacy
This theory proposed a conceptual base for literacy with four dimensions:
b) a cognitive dimension which focuses on mind processes:
An important role to psycholinguistic aspects like memory and perception, the nature and role of background information on reading comprehension, and cognitive interrelationships between reading and writing.
The Information Processing theory relates to the cognitive dimension of literacy in which strategies are ingrained.
c) a socio-cultural dimension that focuses on the individual as a member of a group:
Literacy as sets of social practices and critical responsive activities that seek to analyze and critique issues of power and perspective that weave their way through any text and any response.
Literacy practices involve identity, self-expression and self-representation in which pupils are given the opportunity to build a theory of the world, and later, to be able to transform it.
a) a linguistic dimension which focuses on the text:
Considers the functions that language serve and the various text-types used in social life.
Language as made of texts and contexts for use instead of language as a system made of parts of speech to be analyzed or understood at the word level or at the sentence level.
Understanding orthographic, syntactic, morphological and semantic aspects of language are essential for instruction.
d) a developmental dimension which focuses on the growth of the individual as reader and writer:
Illustrates how children learn to maneuver and orchestrate the various dimensions of language with diverse degree of control, flexibility on several context.
Fluent readers and writers do not mature overnight. They can master the word when they connect it to self, to other texts, and to the world. These connections contribute to literacy development.
Strategic competence
Is the processes that serve as a way of reaching
a goal and can be conscious or unconscious.
What does it work for?
With strategic competence, the individual determines the purpose of communication assesses the communicative resources at hand, plans, and executes it.
Refers to mastery of verbal and non-verbal communication strategies we employ during a breakdown in communication
OR
When we lack any of the competences to communicate effectively; also used to enhance the effectiveness of communication
Communicative Competence
Communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communication strategies, or what we will refer to as a strategic competence.
The primary goal of a communicative approach must be to facilitate the integration of these types of knowledge for the learner, and outcome that is not likely to result from overemphasis on one form of competence over the others throughout a second language programme.
Maira Julenny Martínez Duque
Merly Dayanna Cerquera Cely
Wilson Alejandro Tapias Rodríguez