Orality and Writing in The Classroom
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ScribdTranslationsOrality and Writing in The Classroom
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ScribdTranslationsOrality and writing in the classroom.
Orality is defined as the verbal means of communication, which occurs through
of sounds produced by the voice and received through the ear. This is considered
as the first mode of communication used by human beings, which allows him to
create links between the members of a society. On the other hand, writing is
considered as speech translated into visible signs, which allows for keeping a record
permanent history of a society.
Resuming Walter Ong's stance, there are two kinds of orality: primary and
secondary. Primary refers to the oral communication characteristic of each culture; while
that secondary education encompasses the written language of that culture. Both aspects allow
that the subject share their ideas, emotions, judgments, ideologies, customs,
traditions, tastes, etc., therefore, orality and writing are found
intertwined, and together, these linguistic skills shape language.
Language, as it is known, plays an important role in the journey of the
human life. Since the beginning of time, the linguistic code belonging to a
region, has been responsible for promoting a communication system that favors
development of societies. That is why, today, speech has become
in the main tool that enables the development of learning, since it serves as
as an intermediary between the cultural heritage of society and the process of growth
the individual's cognitive aspect, as it promotes different forms of sociability and access
upon knowing, of the appropriation of language and the construction of one's own identity.
Their role can be observed from the early stages of life of the subjects, who
they receive their first interactions with oral language thanks to interventions from
the parents. At this stage, the individual understands that language functions as a means
to satisfy their basic needs and establish relationships with subjects and objects
that surround him.
As time goes by, and greater cognitive maturity occurs, the child associates
speaks with a specific context and acts accordingly; however, with the
As time goes by, this informal skill becomes insufficient to be transferred to others.
communicative situations; it is then that the child's educational process comes into play.
Educational institutions will be the body in charge of providing an adequate space,
in which challenges can be experienced that require putting into practice
the skill developed within the family nucleus, so that the child can
understand the limitations of it. Thus, the teachers will be the ones in charge
to design didactic situations in which children have the opportunity to
understand the process of dialogue, the rules that are part of it and its
participations within this; in addition to expanding their vocabulary, taking into account
the contexts, needs, and interests of educational actors.
In addition to the increase in children's vocabulary, it should be promoted simultaneously.
the teaching-learning process; that is, the language will become the
main resource for the individual to acquire knowledge, since it is through
from her that the information is being transmitted.
However, oral communication, no matter how developed, at some point
it will be limited. This is why, together with the development of orality, it is necessary
that the development of writing takes place. Regarding preschool, this premise is
has tasked with dividing the teaching staff into 2 main positions: 'the preschool children
they should go out reading and writing" and "the children who attend preschool do not have
what to read and write at the end of it." The reality is that the process of writing and
reading will depend on the maturity of the child; however, the goal of the
Educator will generate suitable learning environments for the child.
recognize writing as a means of communication and understand what its
functions and how to be used in everyday life.
Once the infant acquires these communication tools and can put them to use
In practice, there will be a potential growth in their learning and the amount of
knowledge they have; and will be able to face the problems that arise
arise throughout their life, in which they can employ language (oral, written or not
verbal), as a strategy or tool to solve them.
Having understood the above, it is concluded that the human being, a social entity,
nature needs to be part of an interaction process that allows it to
understand the environment and the individuals that surround it. To do this, over time, one
has been tasked with developing various strategies that allow him to belong to
this communicative process.
Through the evolution and adaptation of man to the world he inhabits, it has been possible to
observe the various means by which it has manifested and formalized the
communication. Babbling, pictograms, smoke signals, signs, etc. are
only some of the predecessors of these information vehicles, and which provided
I move on to what currently shapes language.
By becoming a form of mediation between the subject and the world, language ensures
his intervention in the processes of the historical-social construction of society, thus
how to be a fundamental tool for generating knowledge.
Based on this premise, a new objective emerges in schools. With it, the
educational institutions have the need to become a space that
allow individuals to carry out social interaction processes that favor
the development of your language, both oral and written. To achieve the above, it is
it is essential to foster a transformation regarding the role that speech plays
within the cognitive processes of the students.
It will be the teacher's task to understand the importance of language.
during the teaching-learning process and work to benefit it,
Considering that speech is an essential part of human activity. The
previously requires the teacher to modify their teaching intervention and design lesson plans
that meet the aforementioned objective.
During the schooling process, preschool is considered the foundation of
learning, becomes the first space where infants contrast
the informal knowledge acquired at home, against the problems of everyday life.
Due to this, it is important that the learning moments where children do
use of their oral language to be as realistic as possible, providing these situations with a
meaningful sense. However, not only should spaces for oral practice be promoted,
but it will also be the educator's duty to immerse the students in the dynamics
of written language, primarily favoring comprehension and function of the
writing.
The teaching and application of these communicative skills in the classroom will have
positive results in the holistic development of students; improving their confidence,
its cognitive maturity, the understanding of its reality, etc.; with the ultimate goal of
provide them with tools that allow them to achieve the necessary competencies to
facing life.
