free post CLIL

Why are the results of CLIL so good?

“CLIL is a dual- focused approach in which an additional language is used for the learning and teaching of both content and language, what is characteristic of  CLIL is the use of an additional language in the classroom.” (Inmaculada Fortanet-Gómez, 2013 ,44). I would also integrate to content and language two other things; cognitive skills and culture. When talking about content we mean subjects, themes… When talking about an additional language we mean an L2, and with cognitive we mean thinking skills, for culture, being aware of yourself and others.

One of the aims of  CLIL as in teaching subjects in a target language , is not that the teacher teaches her English class in a unilaterally way, instead , she does it by using strategies so that the students are able to communicate with each other and use English during their tasks. Therefore, planning appeals to having “Students Talking Time” ( STT ) in all the sessions , a period in which students must communicate their ideas and share their knowledge with peers and teachers. This is ideal, since in a class there are many students that can not all work communication with the teacher, if they work with each other they will have more opportunities to communicate in the classroom. But mainly it is ideal for them to get used to talking to each other in English and actually end up learning real English.

CLIL is the most adequate way to learn a second language. The students learn it in the most natural way possible in a classroom. With CLIL, children have the opportunity to learn two things at once, they are able to learn content and learn an L2. Learning CLIL has many advantages such as motivation. A student learning both the target language and contents will surely find it much more motivating to do it through CLIL; for two reasons: One of them has to do with the language and the other with the subjects. Learning a language through the language is actually boring and it doesn´t interest the students. English classes are mostly only taught through grammar which isn´t actually useful nor motivating, but with CLIL they learn the language “without thinking”, without focusing on it. They find out they are learning it without putting so much effort; this is surely much more motivating. Another reason has to do with being motivated about the content of the subjects, for example “A student that cannot stand biology class may possibly make more efforts in CLIL due to foreign language interests which may cause more motivation for the learner. By learning technical terms of the content subject biology in the foreign language e.g. the student may awake an interest in scientific correlation”. (Julia Bennett, 2010, 3)

Why are the results of CLIL so good? “This relates mainly to the emotional dimension of learners; the ways in which CLIL connects them to their own ‘worlds’ using multi-mode technology; and the impact on the brain when language learning becomes ‘acquisitional’, and not just ‘intentional”. (David marsh).

In my opinion CLIL method is the most successful communicative method, because the students learn better and faster, being a more natural situation and without being forced. “CLIL gives learners opportunities to develop linguistic abilities during lessons and this includes acquisition of vocabulary and grammar. However the focus of a CLIL lesson is on understanding subject content, not on grammatical structures. Research in CLIL classrooms shows that most teachers do not teach grammar during content teaching because content and language are integrated. As vocabulary and grammar are independent in is useful to focus on them as chunks rather than separately” (Kay Bentley, 2010, 1).

I am sure there are many people against CLIL, but I can say from what I have learnt so far in class, what I have investigated, what I have seen in schools and what I have lived, CLIL is a very successful method. I think it is a magnificent way to teach a second language and also content of a subject. If it has to do with learning an L2 it is proved that children learn it much better because it is the most natural and motivating way possible. When it has to do with the content, it is also more motivating and it can be learnt as well as if the content was learnt in an L1, or even better because you are more keen on it. I guess it does have disadvantages, but there isn´t a perfect method. I can say that I have grown up having English as my second language and all my subjects were in English. It was hard at the beginning, but I can say that for me it was successful; I DID learn the language and I DID learn the content. I guess here in Spain we have to refine it, but it is in our hands to do our best and make CLIL the perfect method.

Bibliography:

• Bennet, J. (2010). Multicultural in Berlin and London. Germany: GRIN verlag
• Bentley, K. (2010). The teaching knowledge test course, Clil module. UK: University of Cambridge Press.
• Fortanet-Gómez, I. (2013). Clil in a higher education towards a multilingual language policy. Salisbury UK: Techset Composition Ltd
•  “International House Journal” recuperado el día 5 de noviembre de: http://ihjournal.com/content-and-language-integrated-learning
• “CLILingmesoftly”recuperado el día 5 de noviembre de: http://clilingmesoftly.wordpress.com/clil-models-3/the-4-cs-model-docoyle/
• “Colegio José Hierro” recuperado el día 7 de noviembre de: http://www.educa.madrid.org/web/cp.josehierro.parla/bilingue.htm
•  “Onestopclil” recuperado el día 7 de noviembre de: http://www.onestopenglish.com/clil/

free post didáctica

COMMUNICATIVE APPROACH

“The communicative approach emphasizes on helping students to use the target language in a variety of contexts and give importance to learning the functions of the language. Its main aim is to help students create meaningful phrases rather than helping them to build a perfect and correct grammar or a perfect pronunciation” The importance of the communicative competence is that the students try to use their knowledge of the language trying to communicate in an appropriate way.

First of all, It is important to know what real communication is. There are three principles that are essential and we should never forget when working this skill:

• •      “Information gap: Can be observed when one person knows something the other person does not. For instance, for warm-ups students can ask each other what they do for fun after school or over the weekend.

• •         Choice: The speaker has the choice of what she will say and how she will say it.

• •         Feedback : For communicative activities to be effective, a speaker should receive feedback from his listener to evaluate whether or not his purpose has been achieved” (Dilbarhon Hasanova, 2007, 71)

Communicative Language Teaching is most often defined as a list of general principles or features. One of the most recognized of these lists is David Nunan's five features of Communicative Language Teaching:

•   “An emphasis on learning to communicate through interaction in the target language,

• ·        The introduction of authentic texts into the learning situation.

• ·        The provision of opportunities for learners to focus, not only on language but also on the learning management process.

• ·   An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.

• ·    An attempt to link classroom language learning with language activities outside the classroom.” (Thomas Conolly and Mark Stansfield, 2008, 96)

Why should we as teachers promote communication in class?

I guess to answer this question, the first thing we should ask ourselves is: How come people that have been studying English more than 10 years at school, can´t communicate in English? Well maybe this comes because there are many things teachers are not doing correctly. Probably the main one is not actually achieving the real aim (Students  being capable of defending themselves in the language). We, as English teachers decide that we are going to teach our students year after year what the “Present Simple” and the “Present Continuos” is. I guess because it is the easiest way to teach a language, but is that the way to achieve our aim? Children know grammar by heart, but they are not capable of defending themselves in English, they are not able to have a conversation. That is why we should have in mind that we don´t need the students to have a wonderful grammar, what we really need is for them to be able to defend themselves in the language. If they go to an English speaking country, no one is going to ask them the present simple. We want them to be able to communicate with people, to be able to understand and ask for things, to actually be able to have a conversation. To achieve this we need to work communication and leave grammar a little bit to one side.

Maybe teachers have clear their aim but they don´t really know how to work this skill in class. It is not easy to work communication, and the problem is that many teachers don´t work it because they don´t know how. One of the first things a teacher will have to have clear to success in this skill is that they have to forget of so much TTT (Teacher talking time) and encourage much more STT (Student talking time). After that, they should know what type of communicative activities can be done, such as role plays… Here I have found some interesting communicative activities to get an idea:

ASSEMBLING AN OBJECT

The students look at a photograph of an object. One of the students gives the other one step by step directions who will attempt to assemble an object. The student can ask questions to make sure he understands the directions.

IDENTIFYING DIFFERENCES

An image has been slightly altered. Students describe the different versions of the image. The goal is that the students pay attention to detail and describe accurately so they are able to locate the differences in versions.

DRAWING

A student has an image that the partner can´t see. The partner draws it, then they compare the drawings. Students then switch roles.

Within the communicative method we can consider other methods, including: task-based learning, content -based learning and CLIL. In task-based learning, students analyze the language consciously doing activities, including: "explore meanings and effects of alternative choices, explore word collocations and classified according to their pronunciation ... etc.. " . This is important since students through this method "can perform tasks that are specific to the subjects with the aim of learning a specific content and to obtain an input of grammar  and vocabulary in different oral or written formats " .

Bibliography:

    Conolly, T. Stansfield, M. (2008). 2 nd European conference on games based learning. Scotland: Academic Publishing Limited Reading

    Hasanova, D. (2007). Functional allocations of English in Post-Soviet Uzbekistan: Pedagogical implications for English language teachers. Soviet

    “The essentials of language teaching” recuperado el día 12 de Noviembre 2013 de: http://www.nclrc.org/essentials/goalsmethods/goal.htm

    “Communicative language teaching” recuperado el día 12 de noviembre 2013 de: http://www.uvvg.ro/revad/files/nr8/9.%20Banciu.pdf

    “Foreing language teaching methods” recuperado el día 13 de noviembre 2013 de: http://coerll.utexas.edu/methods/modules/speaking/06/

    “Colegio Jose Hierro” recuperado el día 13 de noviembre 2013 de: http://www.educa.madrid.org/web/cp.josehierro.parla/bilingue.htm

READER

BEFORE READING:

Answer these questions:

What do you think the story is going to be about?
What does gift mean?
What type of story is it? A funny story, a love story, or a sad story?

WHILE READING:

Read the extracts from the story and answer these questions:

Della was sad, but she decided to go out.

She was walking down the street when suddenly she passed in front of a sign.

Della read the sign: “We buy hair”

1.     Do you think she is going to sell her hair? Why?

-“I love you without hair, but I am surprised. Please open this box I have for you”.

Della opened the box and started crying very much.

2.     What do you think is inside the box?

AFTER READING:

Write the word of these pictures and answer the question:

What is the best part of the story for you?

Roman adaptations

1.What was life like for a Roman family?

Women in Roman times were less important than men, They lived for serving them. The father was the most important in the family. He could decide the baby´s destiny. Many girls got married and died young, and they could die if they didn´t have a baby.

2.Did Romans go to school?

At Roman times the rich boys were basically the only ones that could go to school. They prepared them for the army or government. The poor children worked helping their parents.

3.Did the romans have free time?

Most people in Roman Times did not have free time. Soldiers often played table games.

People hunted animals for fun and for food.

Roman emperors enjoyed fights between gladiators, and fights between people and animals. They paid to see it in the amphitheatres.

4.How did Rome get its name?

Rome is now the capital city of Italy. The Romans had a story to explain how Rome began. In this story appeared two twin boys: Romulus and Remus, the sons of Mars.

                                 

An evil uncle took the babies from their mother and threw them into the River Tiber for them to drown. And a wolf mother took them with her and fed them. Later a herdsman looked after the twins until they grew up.

Years later, Mars told his sons to build a city. The city was Rome. One day, Remus made fun of the wall that Romulus had built around the city. The twins argued, and Romulus killed Remus. 

C is for Code-Switching

C is for CODE - SWITCHING

I decided to learn some more about something I consider important for a future Clil teacher: “Code switching”. I consider that teaching different subjects in a target language is a magnificent idea, because we are able to do both things in one, learn contents of the subject and learn the language in a more natural way, (and both at the same time), which is great. But to really succeed in both things, we have to do things right. This is not easy, that is why we have to have certain things quite clear. One of those important things is to actually know if we should code-switch in a Clil class or not.

First of all let´s start by knowing what code switching is: “The alternation of two or more languages in a single utterance or a single communicative event performed by a bilingual speaker” (García & Joshua. 2010, 273) In other words, when we code switch in a Clil class, what we do is to go back and forth between L1 and L2, we use the mother tongue language in certain moments mixing it with the target language.

There is a big controversy in this matter, some people believe that code switching shouldn´t happen in these type of classes and others don´t see the problem. Those that are PRO code switching believe that teachers that have to teach either maths, science or any other subject, have significantly different teaching and learning objectives from language teachers. Their actual goal is that the students learn contents from the different subjects. If the students improve their English, much better, but what they are really looking for is the learning of the contents. On the CONTRARY, we can find those that believe that in Clil classes our aim is also the language, if this wasn´t of big importance, we wouldn´t teach subjects in another language. That is why they believe that teachers should avoid as much as possible L1 and provide more opportunities for the use of the target language.

One of the first things a Clil teacher should have in mind, is whether to code-switch or not, and if they do, in what measure. To make that decision you need to have more information and reasons for your decission. I am pro and against code-swithching, I believe both have their point.

I can say I am PRO code switching because I agree it can be a good idea. As Anastassia Zabrodskaja says, “we can use L1 in a clil class: As a way into the meaning of the second language, as a short cut in explaining tasks, a way of explaining grammar, and to demonstrate that the classroom is a real L2 situation, not a fake monolingual situation”. (Zabrodskaja, 2008, 102)

Sometimes, especially if we are teachers of younger children, we can gain a lot of time if we use our mother tongue to explain a concept, or to explain a task. We can find many situations were maybe we have explained a task in a target language, and each student has understood something different, so maybe only a few of them have actually done the task correctly. It is also important that we assure ourselves that the key concepts or important contents of the subject we are teaching are clear for them. If we are teaching science for example, we have to make sure that they are actually learning something from science. That is exactly the problem, there are going to be times that if we don´t use L1, our students are not actually going to get the idea. There is no point teaching science if they don´t achieve the objective of the subject.

A part from that, it doesn´t mean that if we code-switch, the students are not going to acquire the language. All we do with code-switching is making sure we are actually achieving our aims in the different subjects, and not wasting too much time in explaining tasks or things that are important for them to understand. To support this Idea, I found samples from two history lessons in the German CLIL and the Hong Kong EMI context, which says the following: “Classroom interaction was analyzed with special focus on teacher/student talk and codeswitching. The results support the claim that constructive processes during classroom interaction are vital elements of language acquisition”. (Wannagat. 2007, 654)

On the other hand, I am against code switching because I can see the point to the other part. If we really want to succeed in a Clil class we should really have the idea in our minds that we learn contents of the different languages, but through the target language. If we permit ourselves and our students to use L1, then it is very difficult to stop that situation. If we are not strict about using just the target language, we will see ourselves and the students using it more than we want to. “Teachers may decide on the spot when L2 should be used and when a switching to L1 is appropriate in order to enable comprehension and meaningful student involvement. More often, however, teachers are unaware of the fact that they are switching; switches are made unconsciously” (Zabrodskaja 2008, 100). We feel more comfortable in our mother tongue, that is why, if we allow to code-switch, there will be sometimes that even if we just want to say a concept in L1, and quickly go back to L2, we won´t. We will end up speaking it for a longer time that we actually want.

Also, Students may not understand that L1 can only be used in special occasions. For children it may be difficult to understand that it can only be used when the teacher says so. If the students can speak L1 in special and difficulty occasions,  it will mean for them that whenever they find themselves in a difficulty they will use their mother tongue, instead of putting some effort with L2. They will end up using L1 for everything, instead of trying hard to do and think things in the target language. As they make less effort they will learn less. I think it is important to have in mind that we need to accomplish the idea that when the students go to a Clil class they have to switch their minds into the target language. This will not be possible if they don´t understand that only the target language can be used. It is absurd to tell them the importance of using L2, if we then use our mother tongue. With this situation it is very difficult to succeed.

As we can see, Code switching has both PROS and CONS. After knowing them, it is the moment to think as future teachers what the best thing to choose is;

Should a teacher code-switch in a Clil Class?

After reading and receiving information, I have come to the conclusion that choosing either one is an error, because both have negative aspects, and we should try to look for the best. I think that what we should do is to find the midpoint. We should only code switch in the moments were we really believe it is necessary. We should aware and encourage our children that we HAVE TO use L2. This is very difficult, but we need to put big effort on it, and work through it each day with ourselves and with our students. We need to feel that we are real Clil teachers and make our students feel as if they were real English boys and girls.

As an experience, I can say that I have been in an English school learning all the subjects in English. I didn´t speak a word of English, and I can say that I ended up learning English and learning contents, it was difficult, but I achieved it. What is true is that It would have been wonderful if in some occasion I could of had the opportunity to use L1 in that way, I may have gained time and I may have learnt more. Anyway, I guess I´ll never know.

Bibliography:

• ·        Garcia, O. Joshua, A. (2010). International Journal of the sociology of Language. New York: Gruyter.
• 
  
• ·        Wannagat, U. (2007). Learning through L2 – Content and Language Integrated Learning (CLIL) and English as Medium of Instruction EMI. New York: Routledge
• 
  
• ·        Zabrodskaja, A. (2008). Code-switching and l2 students in the university: bilingualism as an enriching resource1. Estonia

Un bonito viaje

En este segundo bloque hemos tratado algo que me ha resultado muy interesante, los textos folclóricos. No sabía lo que eran, pero después de haberlo tratado mucho en clase me ha quedado claro. Los textos folclóricos son textos de tradición cultural, populares de carácter literario. Además los textos folclóricos tienen ciertas características:

• Son de transmisión oral, existe por ello multitud de versiones, ya que aquello que va de boca en boca siempre cambia la versión inicial
• Son populares, nacen y se transmiten por el pueblo
• Tienen diferentes orígenes
• No tienen autor
• No tienen intención didáctica
• Reflejan la realidad de su época
• Reflejan los deseos y sueños del pueblo
• Son simbólicos.

Existen diferentes géneros literarios que se pueden encontrar en el folclore: El teatro, la poesía y la prosa. El teatro puede ser de tipo religioso o de tipo profano. En la poesía, el verso puede tener formato para cantar, para recitar y para bailar. Aquellos que son para cantar son romances y aquellos para recitar suelen ser oraciones. Existen muchos tipos de poesía. En cuanto a la prosa, encontramos cuentos folclóricos.

 

Dentro de los cuentos folclóricos encontramos textos para literarios y literarios. Esta diferencia ya la vimos en el primer bloque.

En cuanto a los cuentos folclóricos literarios podemos encontrar:

• Leyendas
• Cuentos maravillosos
• Cuentos de animales
• Cuentos de fórmula.

En los paraliterarios podemos encontrar:

• Fábula
• Mitos
• Leyendas hagiográficas.

 

A raíz de ver esto, tenemos que tener en cuenta que adaptación de un cuento no es lo mismo que versión de un cuento. La adaptación es la historia contada con intención de cambiar, y en la versión se cambia la historia sin quererlo. Es mejor buscar versiones que adaptaciones.

 

Hay muchos recopiladores de cuentos folclóricos muy buenos e interesantes a conocer y tener en cuenta a la hora de ser un buen maestro. Entre ellos podemos encontrar los siguientes:

• Charles Perrault, moralizaba a través de cuentos. Es decir, los cuentos los adaptaba de manera intencional para convertirlos en cuentos moralizantes.
• Armand Berquin, deja las historias tal cual, sin moralizarlas ni nada. Por ejemplo “El lobo blanco”
• Mme le Prince de Beaumount, por ejempo “La bella y la bestia”.
• Hermanos Grimm, La intención es conservarlos. Por ejemplo “cuentos alemanes”, su tercera versión se acabó llamando “cuentos de niños del hogar”. Realmente no eran cuentos para niños, pero finalmente en esta última versión acabaron siéndolo.
• Cecilia Bohl de Fabel,
• Hans Christian Andersen, Todos sus cuentos son con finales infelices.

Una vez visto esto pasamos a realizar la actividad para este bloque, adaptación de un cuento. Tuvimos que adaptar el cuento “La princesa y los 7 bandoleros”. Mi adaptación a este cuento se llamó “Una princesa en crisis”. Esta adaptación la hice para niños de sexto de primaria, es una adaptación moderna y divertida en la cual hago referencia a la crisis económica. Considero esto importantísimo, a partir de un cuento, hacer alusiones a cosas importantes para aprender de la vida. Creo que a través de los cuentos se transmiten grandes enseñanzas que impactan mucho más y quedan bien grabadas, que simplemente dando una información.

 

A mí me encantan los cuentos, y creo que a todo el mundo. Es una pena que la gente tenga la imagen de que los cuentos son para niños pequeños. En el momento que un niño llega a una cierta edad se le dejan de contar cuentos. Creo que esto jamás debería dejar de hacerse. En la escuela debemos buscar momentos para poder hacerlo, es una manera en la que los niños aprenden y disfrutan. Como ya comenté en su momento, ami me gustaría tener un espacio en el aula, con alfombras, donde los niños se sientan como en el salón de su casa, y se cuenten cuentos, es un momento cercano y caluroso.

En mis prácticas he podido observar que los niños no trabajan los cuentos, no cuentan cuentos, de hecho me resultó curioso que el cuento que yo realicé con ellos les parecía más un juego que una tarea de clase. Además, otra pena más, es que apenas juegan a juegos y tampoco cantan canciones. Cuando yo era pequeña esto se hacía mucho más, ahora por lo visto se han olvidado de ello. Cada vez se centran más en el libro y en estar sentados en las sillas sin moverse, ¿Como puede ser?

 

En este bloque también estuvimos recordando muchos de los cuentos, canciones y juegos de cuando nosotros éramos pequeños. Desde “antón pirulero”, hasta las canciones del payaso “miliki”. Esto ha pasado de generación en generación, pero parece que se ha estancado. Cuando yo era pequeña jugábamos a las palmas, a la comba, cantábamos... Ahora si observas en el patio del colegio, a lo máximo que juegan es al “pilla pilla”, y al futbol, poco más. Pensando en esta situación, creo que tenemos que sacar algo en claro: Como nosotros aprendimos y disfrutamos muchísimo con estas canciones, cuentos y juegos, tenemos que, como futuros maestros, volver a inculcarlo, y jamás olvidarnos de lo realmente importante.

que gran satisfacción

Este bloque 5, creación literaria, da mucho de sí. Es importantísima la lectura en el aula, pero también lo es la creación literaria. En este bloque 5, para empezar, hablamos de los tres tipos de textos que hay:

1. Texto dramático: Es un dialogo contextualizado.
2. Texto en prosa: Son cuentos
3. Textos en poesía: Los niños en primaria tienen la idea de que los versos no son en prosa y que la poesía debe rimar. Esto no es verdad. Hay muchos tipos de poesía, la rima es uno, pero no el único. Es cierto que los poemas si pueden rimar, es un tipo de poema, pero para ser poema no es imprescindible que rime.

Los textos en poesía tienen diferentes tendencias:

• Verso libre: mantienen el ritmo pero no riman
• Versículos: Son poemas que no tienen ni ritmo ni rima. Se usa en un momento extraordinario de las figuras literarias.

El texto más fácil en poesía es usar la comparación.

 

A raíz de esto, puedo decir, que escribir un texto no es nada fácil, ni para nosotros ni para los niños, pero es importante saber hacerlo y hay que trabajarlo mucho. Antes de enseñarle a un niño a hacer cualquier tipo de creación literaria es importantísimo tener muy presente siempre lo siguiente:

• Redacción no define NADA. Debemos emplear el nombre concreto de lo que queremos de los niños.
• Los actos de creación como tales son TODOS perfectos en si mismos. Siempre se felicitará el acto de creación
• Siempre hay que ejemplificar. Hay que poner siempre un ejemplo de aquello que queremos que ellos hagan. El ejemplo siempre deberá ser adecuado a sus posibilidades e intereses.

Una vez tengamos esto claro, podemos mostrarles a los niños diferentes pasos a seguir para escribir un buen texto individualmente:

 

• Saber que quiero decir, imaginarlo y anotar las ideas
• Pensar como quiero decirlo, estructurar las ideas y hacer como un esquema de ellas.
• Ponerse a escribir, pero la primera vez que se escriba no será la definitiva ya que se cambiaran cosas, es como un boceto
• Revisar la escritura. Hay que revisar tanto la ortografía y la repetición de alguna palabra, los signos de puntuación, etc. La mejor manera de hacer esta revisión es leer en voz alta, ya que la voz alta es expresiva, la voz baja es comprensiva.
• Pasarlo a limpio.

Es importante trabajar los textos con toda la clase, cada niño leerá el suyo en voz alta (se lo preparará antes, ya que así se debe trabajar la lectura en voz alta). Una vez lo haya leído en voz alta se hará una puesta en común de lo que cada niño puede mejorar.

 

Esta es la manera de trabajar un texto individualmente, pero también se puede hacer creaciones literarias en grupo, algo que me parece interesantísimo. Existen también diferentes pasos a seguir para esta creación en grupo:

• Crear una lluvia de ideas. El primer paso siempre es oral, se organizan las ideas y luego se escriben.
• Cada uno ilustra un trozo.

Hay muchas estrategias para trabajar la creación literaria, basándonos en esto que acabamos de ver, podemos llevar a cabo la creación con muchos tipos de estrategias. Existen muchísimos juegos y formas de crear textos literarios tanto individuales o en grupo. Irune nos facilito muchas de estas estrategias, pero también pueden ser inventadas. Me llamaron tanto la atención estas estrategias y la creación literaria, que para la actividad de este último bloque, decidí poner en práctica la creación de los tres tipos de textos con los niños.

 

La actividad que teníamos que realizar para este bloque era crear un ejemplo de cada texto, un texto dramático, un texto en prosa y uno en poesía. Uno de estos textos lo teníamos que pasar a formato libro, con la ayuda de los niños. Existen también muchos tipos de formato libro.

 

Como tuve la oportunidad, ya que mi tutor de prácticas me lo permitió, quise poner en práctica diferentes estrategias de creación literaria y aquello que vimos en clase. Quise practicarlo para ver el resultado y así aprender cada vez más. La verdad, como ya he comentado en la actividad, fue una gran satisfacción, me gustaron mucho los resultados.

Les puse siempre un ejemplo de lo que quería y quise sacar lo mejor de ellos y motivarles con la escritura. La verdad que ellos estaban encantados, como ya dije, en las horas de recreo continuaron con las adivinanzas y me pidieron poder disfrazarse de los personajes de su dialogo teatral. Les gustó mucho porque se lo tomaron como un juego, están acostumbrados a escribir, pero no a escribir de esta manera, con diferentes estrategias motivadoras e interesantes.

 

He podido comprobar que mi tutor de prácticas sí le da importancia a la escritura. Todos los fin de semana los niños deben escribir un texto libre para leerlo el lunes a sus compañeros. Pueden escribir sobre lo que quieran, la verdad que la mayoría de ellos escriben sobre su fin de semana, no desarrollan demasiado la imaginación. Creo que sería más interesante usar diferentes estrategias de creación literaria en lugar de mandarles simplemente “texto libre”, pero igualmente está bien que todas las semanas lo hagan, no todos los profesores lo hacen.

 

Me encantó la experiencia de hacer esta actividad con los niños, aprendí mucho y me sorprendieron. Trabajar la creación literaria es imprescindible, y nosotros como maestros debemos incentivarlo en nuestras aulas, siempre teniendo claro que, todo lo que los niños escriben deben ser instrumentos para conseguir el fin, no el fin en sí mismo, no se puede calificar la originalidad.