Gelako interakzioairakasleen esku-hartzea eta ikasleen ahozko ekoinzpena. Jolas arauen azalpena Lehen Hezkuntzako ikasleen eskutik
- Sainz Osinaga, Matilde
- Garro Larrañaga, Eneritz
- Ozaeta Elorza, Arantzazu
- Perez Lizarralde, Karmele
- Eguizabal Olloquiegui, Diego
ISSN: 0210-1564
Year of publication: 2009
Issue Title: Ikasteredu elebidunak eta euskararen azterketan (iker)molde berriak
Volume: 54
Issue: 2
Pages: 541-677
Type: Article
More publications in: Euskera ikerketa aldizkaria: Revista de Investigación de la Real Academia de la Lengua Vasca
Abstract
this research examines several aspects related to language teaching-learning through cu - rricular contents (snow et al., 1989: Laplante, 2000) in a primary school classroom. the Didactic sequence (Ds) that we analysed responds to a dual discipline purpose: to the Knowledge of the Means and the spoken language (process explanation genre). Firstly, we analysed, within the framework of didactic transposition, the design of the Ds and its implementation. Furthermore, we noted the types of interaction and the learning raised by the teacher among the students. All things considered, it deals with knowing the teacher¿s intervention, who takes on the dual learning: curricular and language. Finally, we analysed the initial and final productions of the students to become acquainted with the learning that has been taught throughout the Ds.