Fomentar las Habilidades Comunicativas: Las Posiciones de los Estudiantes Hacia los Fenómenos Sociales
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The present research study aims to give an account of the processes that a group of eleventh grade students from a state school of Bogotá carried out when establishing personal positions, through communicative experiences in the English language. The research process was conducted with six students. This research study is defined as an explanatory case study. Tape-recording transcriptions, peer observation formats, and physical artifacts were the instruments selected for collecting data. This research is a description of factors such as: mental negotiation processes, reflective thinking and critical thinking skills development, which are presented here as forming means of learners’ moral personal positioning and, as common tendencies that emerge when communication by using E.F.L. takes place within the classroom. After studying and understanding the data collected, a difference between first order positioning and second order positioning was made by identifying different characteristics on the positioning displayed by students: Personal positioning by basing it on previous knowledge related to an specific topic (first order positioning) and Personal positioning by negotiating previous knowledge related to an specific topic, with new input established by their peers (second order positioning). The projection of students’ positioning forced them to develop mental and communicative negotiation processes. Finally, language is considered as the means for students’ personal positioning improvement and learning and critical skills’ reinforcement within the EFL classroom context.