TEACHER PREPARATION APPROACH FROM THE COGNITIVE, COMMUNICATIVE AND SOCIOCULTURAL LANGUAGE

• Main Authors: Juana Elena Fragoso-Ávila, Mavis Ramos-Negrín
• Format: Article
• Language: English
• Published: Universidad Autónoma Indígena de México 2016-07-01
• Series: Ra Ximhai
• Subjects: communicative competence; language; multigrade schools.
• Online Access: https://drive.google.com/file/d/0B_QQ0W8TI5acMVRqakE0Q0FPWTg/view

The application of an approach that brings the teaching of language to actual use speakers make it is an absolute necessity today. Cognitive, communicative and sociocultural approach is proposed in response to this aspiration by revealing the link between cognitive and communicative processes and their dependence on the sociocultural context in which these processes take place. With the present investigation, the aim is to know the level of knowledge held by rural teachers on the use of this approach in their classes in order to achieve greater communicative competence of their school in correspondence with the context in which they develop. The guiding principles of this approach and its influence on the formation of the personality of the child were taken into consideration. Different theoretical, empirical and mathematical methods were used, which allowed identify gaps in terms of methods and procedures used by teachers in multigrade rural schools to develop school oral expression. With the data obtained, some shortcomings in the preparation receiving these teachers from the Municipal Department of Education, especially in terms of the different ways and principles of the approach used in classes of Spanish Language were identified as the particularities of the multigrade rural schools.