Teaching of Orthography: From a Rough Road to an Investigative and Psychosociolinguistic Experience

Initially, some reflections are exposed in which the problem situation is contextualized and posed: psychosociolinguistic learning of orthography; later, the investigative experience of this paper authors is shared, in relation to the development of a pedagogical proposal to achieve the correct use of the accent mark in Spanish, with two groups of infants, of the same number of educational institutions, from two municipalities of Boyaca state, and, finally, linguistic, grammatical, sociolinguistic, psychosociolinguistic, lexical and contextual elements, among others, related to spelling are presented.

• Fecha de publicación: 2020
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/10991
• Acceso en línea: https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/10743; https://repositorio.uptc.edu.co/handle/001/10991
• Palabra clave: accent mark; accentuation and accent; psychosociolinguistic of the accent mark; orthographic teaching-learning; research and writing; tilde, acentuación y acento; psicosociolingüística de la tilde; tilde; enseñanza-aprendizaje ortográficos; investigación y escritura; signe graphique de l’accent; accent d’insistance et accent; psychosociolinguistique de l’accent; enseignement-apprentissage de l’orthographe; recherche et rédaction; til; acentuação e acento; psicossociolinguística do til; ensino-aprendizagem ortográfica; pesquisa e redação
• Rights: openAccess
• License: Copyright (c) 2020 Cuadernos de Lingüística Hispánica