The contribution of linguistics to history education

The contribution of linguistics to history education

Pokaż inne wersje (1)

The objective of this article is to review the main contributions of linguistics to the teaching of history and to evaluate its contributions to the ield. More speciically, the themes of historical writing and interactions in the history class will be dealt with. At present, knowledge systems and di...

Szczegółowa specyfikacja

Opis bibliograficzny
Główni autorzy:	Henríquez, Rodrigo Fernando, Fuentes Cortés, Miguel
Format:	Online
Język:	spa
Wydane:	Universidad Pedagógica y Tecnológica de Colombia 2018
Hasła przedmiotowe:	history teaching; linguistics; historical writing; classroom interaction; enseñanza de la historia lingüística escritura histórica interacción en el aula
Dostęp online:	https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7449

Podobne zapisy

Aportes de la lingüística a la educación histórica
od: Henríquez Vásquez, Rodrigo Fernando, i wsp.
Wydane: (2018)

Historical consciousness and identity stories: searching for an ethic of history'social experience
od: López, Miguel Angel Guzmán
Wydane: (2020)

Contemporary writing: animation cinema
od: de Andrade, María de Fátima Ramos, i wsp.
Wydane: (2019)

Didactics of creative writing
od: Montilla Narváez, Raxson
Wydane: (2021)

AN EXPERIENCE TO ENCOURAGE STUDENTS’ WRITING SKILL THROUGH MULTIMODALITY
od: Silva Vivas, Sandra Yannet, i wsp.
Wydane: (2022)

'What makes a teacher': identity and classroom talk
od: Fajardo Castañeda, José Alberto
Wydane: (2013)

Quiz de lingüística general: breve relato de una experiencia pedagógica en el aula
od: Corredor Tapias, Joselyn, i wsp.
Wydane: (2011)

Patterns of Communicative Interaction of a Mathematics professor. Case study
od: Leguizamón Romero, José Francisco
Wydane: (2017)

Communicate...Reading and Writing Strategy
od: Hernández-Lozano, Lissa-Lorena, i wsp.
Wydane: (2023)

The «historical experience» of students and oral history in teaching.: L’ «expérience historique» des élèves et l’histoire orale dans l’enseignement
od: Meneses Varas, Belén, i wsp.
Wydane: (2019)

Fuzzy dichotomy versus traditional dichotomy between spoken and written language. Typing in WhatsApp
od: Giraldo, Camilo
Wydane: (2018)

Curriculum planning and classroom environment in natural sciences: from policies and guidelines to institutional application
od: Hernández-Suárez, César Augusto, i wsp.
Wydane: (2021)

Affective Features of Linguistic Attitudes of College Students
od: López Gil, Karen S., i wsp.
Wydane: (2020)

Weaving Words, Making Bridges: a Linguistic Mediation Experience in Tseltal-Spanish
od: Cruz Cruz , Reymundo, i wsp.
Wydane: (2024)

Collective recovery of history from the victims: in Colombia the others also count
od: González Fonseca , José Guillermo, i wsp.
Wydane: (2018)

Students’ use of power in Foreign Language classroom interaction
od: Niño, Patricia Kim Jiménez
Wydane: (2014)

The Speech of the Twetter: A Linguistic, Sociodiscursive and Sociopragmatic Analysis
od: ARRIETA BETTÍN, LUZ ELENA, i wsp.
Wydane: (2018)

Linguistic needs in oral production: children at French lesson
od: Saad Luna, Shahira
Wydane: (2024)

Developing Speaking Skills Through Speaking - Guided Workshops
od: Dueñas Macías, Fredy Alonso, i wsp.
Wydane: (2016)

Didactics and its relationship with the design of learning environments: a view from the teaching of the evolution of technology
od: Angarita Velandia, María Aidé, i wsp.
Wydane: (2014)

Towards a Pedagogy of the Uncertain: Contributions for a New Didactics of Poetry
od: Munita, Felipe
Wydane: (2023)

teaching and learning philosophy in the daily interaction singularity
od: Bernal Escobar, Isabel
Wydane: (2013)

The writing of the history: Jean Pierre Fave an approach to the theory of story
od: Gómez Palomino, Alfredo
Wydane: (2019)

Pedagogical Device in front of Human Rights Memory Mechanisms in the City of Tunja
od: Figueroa-Blanco, Aida Johanna
Wydane: (2016)

The Odyssey of History in Times of Memory: From the Song of the Sirens to the Robe of Penelope
od: Porras Mendoza, Eduardo
Wydane: (2014)

Arguments and inference in reading: an intervention proposal at an elementary school
od: Zotaquira, Martha Cecilia, i wsp.
Wydane: (2021)

The teaching process through the eyes of teachers’ emotions
od: Henao, John Fredy, i wsp.
Wydane: (2019)

Ethical (and Human) Formation Based on Literary Experience: Contributions of Pedagogical Anthropology to Didactics of Literature
od: Saavedra Rey, Liliana, i wsp.
Wydane: (2023)

The agony of labor law: a history from its origins to its confines
od: Fonseca Alfonso, Yair Leonardo
Wydane: (2019)

Teaching beliefs about teaching writting with the support of TIC
od: Rosa , Maria, i wsp.
Wydane: (2022)

The Main Square. Touristification and sociability in Los Cabos, Mexico: Plaza Antonio Mijares, 1974-2020
od: Bojórquez Luque, Jesus, i wsp.
Wydane: (2022)

Experience and identities in re-construction
od: Sarmento, Teresa, i wsp.
Wydane: (2020)

What do children write?, a glance at the new school model
od: Bernal-Pinzón, Mary Luz
Wydane: (2017)

Historical evolution of the rural school in Cuba in the XIX-XX centuries
od: Viamontes, Vilfredo Avalo
Wydane: (2016)

Sociolingüística y educación: el habla en el aula
od: Calderón Noguera, Donald Freddy
Wydane: (2012)

“If you sell land, you eat land”: change and continuities in the haciendas of the Amaime River basin, Cauca Valley, Colombia, 19th century
od: Giraldo Hoyos, Juan Martín
Wydane: (2019)

The reading processes case of the educational institution Marco Antonio Quijano Rico
od: Rodríguez Barrera, Alba Paola, i wsp.
Wydane: (2019)

Promoting the Linguistic Awareness of Teachers in Training. Case Study
od: López Pena, Zósimo
Wydane: (2019)

Editorial
od: RAMOS HOLGUÍN, BERTHA, i wsp.
Wydane: (2019)

Race as a Historical Category in the 15th Century? Gender Coloniality and the Unfaithful Canarian Women
od: González Carracedo, Laura Sabina
Wydane: (2024)