Aportes desde dos enfoques teóricos para la didáctica de la escritura en lenguas extranjeras
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2015-06
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En este trabajo hacemos un recorrido por dos propuestas teóricas que han guiado la enseñanza de la
escritura en la escuela media y en ámbitos universitarios en las últimas cuatro décadas, con el fin de
considerar los aportes de ambas. Las dos corrientes, la escritura como proceso y la escritura basada
en el estudio de géneros, son claramente antagónicas en sus postulados, pero no son necesariamente
incompatibles en la práctica.
En este artículo, después de caracterizar las dos perspectivas, argumentaremos en favor de la
escritura basada en modelos (géneros), partiendo de la hipótesis de que ésta puede ser la alternativa
más efectiva y de mayor utilidad en la enseñanza de la escritura en lenguas extranjeras puesto que
los estudiantes de lenguas extranjeras generalmente necesitan del apoyo o guía que ofrecen los
casos ejemplares para luego poder producir sus propios textos. También destacaremos, como
conducentes al desarrollo de la habilidad escrituraria, algunos postulados de la escritura como
proceso puesto que esta teoría tiene mucho que aportar, en particular en lo que respecta a las etapas
de revisión de los textos. Las dos perspectivas ofrecen propuestas pedagógicas compatibles y
pueden reportar beneficios en las distintas etapas de la escritura.
In this paper we set out to examine and consider the contributions of two theoretical proposals that have guided the teaching of writing at the secondary and university levels for approximately four decades. These traditions are process writing and genre-based writing. Although these approaches are based on opposing views, they are not necessarily incompatible in practice. In this article, we characterize both perspectives on writing instruction, and we then argue in favor of some aspects of genre-based instruction. We hypothesize that this approach could be more effective and useful when teaching writing in a foreign language, as it allows students to learn from models by working on the main features of those models before they engage in the production of their own texts. We also point out some tenets of the "writing as a process" tradition, particularly those which become relevant and more valuable during the revision stage. We conclude that both perspectives offer compatible teaching proposals and could be more or less beneficial at the different stages of writing.
In this paper we set out to examine and consider the contributions of two theoretical proposals that have guided the teaching of writing at the secondary and university levels for approximately four decades. These traditions are process writing and genre-based writing. Although these approaches are based on opposing views, they are not necessarily incompatible in practice. In this article, we characterize both perspectives on writing instruction, and we then argue in favor of some aspects of genre-based instruction. We hypothesize that this approach could be more effective and useful when teaching writing in a foreign language, as it allows students to learn from models by working on the main features of those models before they engage in the production of their own texts. We also point out some tenets of the "writing as a process" tradition, particularly those which become relevant and more valuable during the revision stage. We conclude that both perspectives offer compatible teaching proposals and could be more or less beneficial at the different stages of writing.
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enseñanza de escritura, lengua extranjera, proceso, género