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Reading Aloud and ELT Essay

La experiencia revela que la ensenanza-aprendizaje del idioma extranjero, en nuestro caso el ingles, en el ciclo polimodal se focaliza en la lectura comprensiva de textos cuya especificidad varia segun la orientacion elegida por cada alumno. La lecto-comprension podria ser entonces una instancia provechosa para incorporar herramientas y estrategias altamente eficaces que contribuirian a mejorar la comprension lectora y a fomentar la correcta e inteligible pronunciacion y produccion oral en ambas lenguas.

Esto tendria lugar tanto en espanol como en ingles, al implementar este enfoque que utilizaria la lectura en voz alta como estrategia principal. Nuestro equipo de trabajo aspira a incluir en las actividades de lectura comprensiva la practica de la pronunciacion de palabras y frases clave, aisladas y en contexto, prestando especial atencion a las pausas, al ritmo, a la acentuacion y entonacion de los textos en cuestion.

Desde nuestra area de Fonetica y Fonologia trabajamos conjuntamente con las areas de Lengua Inglesa, Gramatica-Linguistica y Lengua Espanola y la practica ha arrojado buenos resultados en la interdisciplinariedad; es por ello que exponemos esta propuesta para llevar nuestras ideas al aula y los invitamos a compartirla con nosotros. Marcela Pellicioni. ? ELT SESSIONS Reading Aloud in the Reading Comprehension Class: Tools and Clues to Improve Students’ Pronunciation. ABSTRACT

Experience shows that at the “Ciclo Polimodal” the teaching-learning of the reading comprehension ability in the foreign language, English, focuses on reading and understanding of texts the specificity of which varies according to the different areas of study chosen by each student. The reading-comprehension class could hence be an ideal opportunity for teachers to include highly useful tools and strategies. These being used will improve the student’s pronunciation and their oral production which will be more appropriate, correct and intelligible both in the target language and in the mother tongue.

This is the reason why our working team builds upon an approach which takes “Reading Aloud” as its main strategy both in English and in Spanish. We aim at including the following activities in the reading comprehension class: pronunciation of key words and phrases, endings, accentuation of words both in isolation and in context, paying special attention to pauses, rhythm, accentuation and intonation within the texts.

At the Phonetics and Phonology Department, we also work in coordination with other areas: English Language, Grammar-Linguistics and Spanish Language; this interdisciplinary cooperation has proven very useful and the results have been excellent. Thus, we set forth this proposal which implements our ideas into the classroom and invite you all to share it with us and give it a try. In fact, when integrating most of the language areas together (language, grammar, linguistics and phonetics) the results can be very good; that is why we highly recommend start or continue doing so to improve students’ abilities and enhance their learning process.

In fact, when integrating most of the language areas together (language, grammar, linguistics and phonetics) the results can be very good; that is why we highly recommend start or continue doing so to improve students’ abilities and enhance their learning process. JORNADAS ELT – BORRADOR de Cintia La lectura en voz alta para en la clase de lecto-comprension: herramientas y pistas para el mejoramiento de la comprension.

Resumen

La experiencia revela que la ensenanza-aprendizaje del idioma extranjero, en nuestro caso el ingles, en el ciclo polimodal se focaliza en la lectura comprensiva de textos cuya especificidad varia segun la orientacion elegida por cada alumno. La lecto-comprension podria ser entonces una instancia provechosa para incorporar herramientas y estrategias altamente eficaces que contribuirian a mejorar la comprension lectora y a fomentar la correcta e inteligible pronunciacion en ambas lenguas. Esto tendria lugar tanto en la espanola como en la inglesa, implementando este enfoque que utilizaria la lectura en voz alta como estrategia principal.

Nuestro equipo de trabajo aspira a incluir en las actividades de lecto-comprension la practica de la pronunciacion de palabras y frases clave, aisladas y en contexto, prestando especial atencion a las pausas, al ritmo y a la acentuacion del texto en cuestion. Desde nuestra area de Fonetica y Fonologia trabajamos conjuntamente con las areas de Lengua Inglesa, Gramatica-Linguistica y Lengua Espanola y la practica ha revelado buenos resultados en la interdisciplinariedad; es por ello que exponemos esta propuesta para llevar nuestras ideas al aula Marcela Pellicioni.

Reading Aloud in the Reading Comprehension Class: Tools and Clues to Improve Students’ Pronunciation. ABSTRACT Experience shows that at the “Ciclo Polimodal” the teaching-learning of the reading comprehension ability in the foreign language (English) focuses on reading and comprehending of texts the specificity of which varies according to the different areas of study chosen by each student.

The reading-comprehension class could be an ideal opportunity to include highly useful tools and strategies that would improve appropriate—correct and intelligible—oral production both in the target language and in the mother tongue, taking as a basis an approach which uses “reading aloud” as its main strategy. Our working team aims at including the following activities in the reading comprehension class: pronunciation of key words and phrases, endings, accentuation of words both in isolation and in context, and last but not least, pauses, rhythm, and intonation within the text.

In fact, when integrating most of the language areas together (language, grammar, linguistics and phonetics) the results can be very good; that is why we highly recommend start or continue doing so to improve students’ abilities and enhance their learning process. In fact, when integrating most of the language areas together (language, grammar, linguistics and phonetics) the results can be very good; that is why we highly recommend start or continue doing so to improve students’ abilities and enhance their learning process.


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