La escucha como modalidad de lectura en la consolidación de una trayectoria hipotética para su aprendizaje

Abstract

The main purpose of this research is to present a Hypothetical Learning Trajectory (HLT) when listening is chosen as a reading modality, with students in Cycle two. To achieve this objective process indicators concerning this discursive action are recognized, from a didactic perspective of language, by proposing listening and reading as a discursive action. In addition, it is conceptualized about the Hypothetical Learning Trajectories (HLT) in language; this, taking into account that this type of design has been developed in the area of mathematics, but there is no record of trajectory in the field of language. The methodology for this research is based on design research, which can be considered a mixed approach research, which includes principles of action research. This feature allows us to propose the data collection instruments, the analysis categories and the consolidation of the (HLT) that is articulated with the analysis of results where the didactic situations are broken down to be analyzed from a rubric with the indicators that were built and also with the theoretical gathering of research.