En la Educación obligatoria enseñar y aprender la competencia lingüística en sus ámbitos de hablar y escuchar para comunicarse y construir conocimiento, requiere de acciones educativas específicas. Este trabajo revisa descriptivamente las perspectivas de estudio que abordan este tema. Hemos consultado diversas bases de datos para seleccionar los autores relevantes e identificar las estrategias y actividades que cada perspectiva prioriza para enseñar y aprender el uso del lenguaje oral en el aula. Las perspectivas analizadas son siete, incluyendo la didáctica de la lengua, la interacción comunicativa en el aula, o el TIL (Tratamiento Integrado de Lenguas), entre otras. Las estrategias de enseñanza son diversas y las actividades más frecuentes son las exposiciones orales y los debates. Los resultados aportan una visión de conjunto y manifiestan que la enseñanza y el aprendizaje del uso del lenguaje oral requieren una programación y definición de objetivos de aprendizaje sistemática.

The systemic, ecological, family-centered approach (FCA) has been shown to be the most effective approach to follow worldwide. In Spain, however, the expert-centered approach remains in force and determines the actions of professionals. The objective of this study is to present the training needs perceived by professionals in six early intervention (EI) centers in Spain in which a research process was introduced, namely, the FCA. Two focus groups were held. The needs stated by professionals were for more knowledge about the philosophy of the approach: supervision, learning in reference centers, and exchange sessions with families as the most appropriate training methods; the observation of role models; collaboration between professionals and the trainer as effective instructional designs; and organizational aspects such as training within the work day. A discussion of the results is carried out in the context of current literature and the practical implications are explored.

Title: El cambio conceptual de dos maestras en relación a la enseñanza y el aprendizaje de la lengua oral a través de un asesoramiento: un estudio de casos Article Type: Original Keywords: educación infantil y primaria; maestras; cambio conceptual, lengua oral; asesoramiento, grupos de discusión, metodología conversacional kindergarten school, primary education, teachers, conceptual change, oral language, counselling, focus groups, conversational methodology Corresponding Author: Dr. Marta Gràcia, Ph.Dr. Corresponding Author's Institution: University of BarcelonaFirst Author: Marta Gràcia, Dr.Order of Authors: Marta Gràcia, Dr.; Galván-Bovaira María José, Dr.; Rosa Vilaseca, Dr.; Magda Rivero, Dr.; Manel Sánchez-Cano, Dr.Abstract: En este trabajo presentamos los resultados de una investigación en la que han participado cuatro maestras, dos de educación infantil y dos de educación primaria. Se ha llevado a cabo un asesoramiento utilizando la metodología conversacional a una maestra de cada nivel educativo con el objetivo de promover un cambio conceptual en relación a la representación sobre los procesos de enseñanza y aprendizaje de la lengua oral. Durante un periodo de 4 meses las dos maestras del grupo experimental participaron en cuatro reuniones de asesoramiento con algunos de los investigadores. Además se realizó un grupo de discusión con las dos maestras del grupo experimental y del grupo control antes del asesoramiento y otro una vez finalizado este. Se elaboró un instrumento ad hoc para analizar las reuniones de asesoramiento y los grupos de discusión. Los resultados indican que las maestras del grupo experimental progresan desde una visión de la lengua oral centrada en aspectos de forma y contenido, y desde la consideración de los factores madurativos como principales responsables del aprendizaje de la lengua oral, hacia una conceptualización que otorga una importancia fundamental a los aspectos de uso del lenguaje, a la interacción social y a las estrategias que utilizan las maestras en clase como factores explicativos de la competencia oral de los alumnos. In this paper we present the results of a research in which four teachers have taken part, two kindergarten and two primary school teachers. A counselling process using conversational methodology was carried out with one teacher of each level, by some of the researchers, aimed to promote a conceptual change in the teachers' representation of oral language teaching and learning processes. During a four month period, the experimental group teachers participated in two counselling meetings. We also carried out a focus group before the meetings and another after them. All experimental and group control teachers participated in both focus groups. An ad hoc instrument was elaborated to analyse the counselling meetings and the focus groups. The results show that experimental teachers progress from a conception focused on formal and content aspects of oral language to a conception that gives a significant relevancy to language use, and from a representation ...

Broadly speaking, the teaching of spoken language in Spanish schools has not been approached in a systematic way. Changes in school practices are needed in order to allow all children to become competent speakers and to understand and construct oral texts that are appropriate in different contexts and for different audiences both inside and outside school. Here we describe the construction of EVALOE ('Escala de valoración de la enseñanza de la lengua oral en contexto escolar' [Assessment scale of oral language teaching]), a flexible tool designed to assess the teaching and learning of spoken language in schools. The first part of the tool is an observation scale (for use in the classroom), and the second is a semi-structured interview carried out with the teacher after the observation. The instrument is designed to assess how teachers facilitate the development of spoken language. It also aims to further interdisciplinary collaboration with regard to the introduction of changes in teaching practices in order to promote the development of communication friendly classroom environments. A pilot test and expert review of the tool was carried out. Thirty-nine schools then participated in the field test, which involved 39 professionals (23 speech and language therapists, eight educational psychologists, and eight teachers) and two university students. Eighty observations, 34 in a preschool setting and 46 in primary schools, were carried out. The results suggest that EVALOE is a useful tool for assessing the teaching and learning of spoken language.