Competencia en comunicación lingüística: claves para el avance de la comprensión lectora en las pruebas PISA

  1. Francisco Lorenzo 1
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2016

Issue: 374

Pages: 142-160

Type: Article

DOI: 10.4438/1988-592X-RE-2016-374-329 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Reading literacy as formulated in PISA rests upon some particular language and learning theory, little known outside the language research circles. Since PISA content and assessment bands rely on these principles, one needs to actually consider them and check them against the operating principles in real life, that is, in education system. Ignorance of these issues will prevent much-needed innovation and new teaching approaches. This paper considers three such major clashes between PISA language principles and traditional language teaching, which the paper formulates in conceptual pairs: description vs. cognition; language theory vs. language use and rhetoric vs. grammar. The second part of the paper proposes a full innovation scheme for literacy improvement based on four major measures which other systems around the world have put into practice: implementation of genre maps, whole-school literacy programs, assessment based on competence language bands and portfolio assessment. Finally, the article comments on the effects of particular experimental plans which exist now.

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