This contribution explores the relationship between teaching practices, teaching discourses and teachers´ implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E might affect these representations, a T.E course was designed and implemented in Argentina. The course focused on teacher intervention in personal narrative telling in kindergarten. It was based on a reflection-onaction process. The personal narrative activities of 10 in-service teachers before and after the course were analysed employing the Process of Constant Comparison (Glaser & Straus, 1967). A case study was then conducted in order to infer possible transformations in one of the teachers´ implicit representations and mental models, through ContentAnalysis (Krippendorf, 1990) of in-depth interviews before, during and after the course.

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RESUMENEste trabajo estudia las competencias en escritura, en español, de estudiantes de la Universidad de Ginebra, Suiza. El trabajo analiza, por una parte, el recorrido lingüístico de los estudiantes y, por otra, identifica sus dificultades y destrezas en la producción de textos argumentativos. Asimismo, se considera también la relación de la biografía lingüística con la producción escrita. Participaron en este estudio 47 estudiantes de primer año universitario de las carreras de Traducción y de Letras. Los estudiantes debían llevar a cabo tres tareas: responder un cuestionario sobre su trayectoria lingüística, escribir su biografía lingüística y producir un ensayo argumentativo de acuerdo con una consigna contextualizada. Los resultados muestran que las producciones escritas presentan dificultades ligadas a la planificación y a la textualización. Por otro lado, se advierte una correlación entre el desempeño en escritura y ciertas variables del cuestionario.PALABRAS CLAVE: Escritura L2, migración, argumentación, biografía lingüística. ABSTRACTThis paper aims to study the writing skills in texts, in Spanish, produced by students at the University of Geneva, Switzerland. The paper analyzes the student's linguistic trajectory and observes their difficulties and skills in the production of argumentative texts. We also consider the possible relationship of the language biography with the written production.Forty seven students took part in this work. They attend the first course of Spanish Translation and Spanish Literature, at the University of Geneva. The students were asked to answer a questionnaire about their linguistic trajectory. They were also asked to write a linguistic biography and an argumentative essay. Difficulties associated with planning and textualization were observed in the written productions. The results showed also a correlation between written performance and some variables considered in the questionnaire.