Teaching of Orthography: From a Rough Road to an Investigative and Psychosociolinguistic Experience

Initially, some reflections are exposed in which the problem situation is contextualized and posed: psychosociolinguistic learning of orthography; later, the investigative experience of this paper authors is shared, in relation to the development of a pedagogical proposal...

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Dettagli Bibliografici
Autori principali:	Corredor Tapias, Joselyn, Romero Farfán, César
Natura:	Online
Lingua:	spa
Pubblicazione:	Universidad Pedagógica y Tecnológica de Colombia 2020
Soggetti:	accent mark accentuation and accent psychosociolinguistic of the accent mark orthographic teaching-learning research and writing tilde, acentuación y acento; psicosociolingüística de la tilde; tilde; enseñanza-aprendizaje ortográficos; investigación y escritura signe graphique de l’accent accent d’insistance et accent psychosociolinguistique de l’accent enseignement-apprentissage de l’orthographe recherche et rédaction til acentuação e acento psicossociolinguística do til ensino-aprendizagem ortográfica pesquisa e redação
Accesso online:	https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/10743

Descrizione
Riassunto:	Initially, some reflections are exposed in which the problem situation is contextualized and posed: psychosociolinguistic learning of orthography; later, the investigative experience of this paper authors is shared, in relation to the development of a pedagogical proposal to achieve the correct use of the accent mark in Spanish, with two groups of infants, of the same number of educational institutions, from two municipalities of Boyaca state, and, finally, linguistic, grammatical, sociolinguistic, psychosociolinguistic, lexical and contextual elements, among others, related to spelling are presented.