Oral communication in the English subject: school trajectory narratives of students at a rural normal school

Authors

DOI:

https://doi.org/10.5377/paradigma.v31i52.19489

Keywords:

communicative competence, higher education, oral expression, English, classroom policies, translanguaging

Abstract

English learning consists of achieving four linguistic skills: reading, writing, listening, and speaking. The latter is one of the main motivations for learners to acquire the language, even though mastering this skill within formal schooling can be difficult. This study aims to describe and analyze the narratives of students at the Rural Normal School “Ricardo Flores Magón” regarding their academic trajectories in the English subject, specifically focusing on the oral communication skill. The research positions itself within the constructivist paradigm, utilizing an interpretative approach and a narrative-biographical methodology. It employs in-depth interviews with seven key informants. The analysis categories include the policies teachers implement in English classes regarding the use of students' first language and the strategies that learners employ in oral communication activities. The results emphasize that teachers should consider how they develop this linguistic skill, due to the emotional impact that certain teaching strategies have on students. As a proposal, the need to implement the translanguaging approach is highlighted.

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Author Biographies

Ana Arán Sánchez, Escuela Normal Rural “Ricardo Flores Magón” Saucillo, Chihuahua, México

Docente e investigadora a tiempo completo en la Escuela Normal Rural “Ricardo Flores Magón”. Licenciada en Psicología por la Universidad Nacional Autónoma de México, máster en Psicopedagogía por la Universidad Internacional de la Rioja y doctora en Ciencias de la Educación por el Centro de Investigación y Docencia. Sus líneas de investigación son la lingüística aplicada y la educación intercultural.

David Manuel Arzola Franco, Centro de Investigación y Docencia, Chihuahua, México

Es profesor-investigador de tiempo completo en el Centro de Investigación y Docencia, institución de posgrado dependiente de los Servicios Educativos del Estado de Chihuahua. Doctor en Educación otorgado por el Centro Universitario de Tijuana. Maestro en educación en el campo de la “Investigación Educativa”. Es miembro fundador del Centro de Investigación y Docencia, institución en la que se ha desempeñado como profesor-investigador. Fue, además, Subdirector Académico y Director de esa institución. Es coordinador del Cuerpo Académico de “Política y Gestión en Educación” y Coordinador del “Doctorado en Ciencias de la Educación” del Centro de Investigación y Docencia.

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Published

2024-12-13

How to Cite

Arán Sánchez, A., & Arzola Franco, D. M. (2024). Oral communication in the English subject: school trajectory narratives of students at a rural normal school. Paradigma: Revista De Investigación Educativa, 31(52), 23–36. https://doi.org/10.5377/paradigma.v31i52.19489

Issue

Vol. 31 No. 52 (2024)

Section

Articles

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