Rethinking the poetic competence in teaching English as a foreign language to young learners: A poetic Linguistics practice

  • Antonio Garces_Rod Universidad de Granada. Centro CMI
DOI: https://doi.org/10.5209/rev_RCED.2017.v28.n1.49074
Keywords: poetic linguistic competence (PLC), quantitative observational analysis (QOA), second language (l2), English as a foreign language (EFL), communicative competence.

Abstract

The aim of our study is to interpret the concept of Poetic Linguistic Competence (CPL) from a theoretical review of the concept and lead to a quantitative observational analysis that exposes the results obtained regarding the reading of poetry and the activities related to the act of reading poetic texts in elementary EFL classrooms. We intend to analyze and display data that reflect the current situation of the CPL in Second Language (L2) classrooms in primary education and propose a prospective research on methodological conditions regarding reading and writing, for achieving a truly, communicative, functional, expressive, creative and poetic competence.

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Author Biography

Antonio Garces_Rod, Universidad de Granada. Centro CMI

Profesor titular en el Área de Didáctica de las Lenguas y sus Literaturas en CMI adscrito a la UGR. Bilingüe, nacido en Oxford (UK), y residente en Granada. Experto en formación de futuros docentes, con gran interés en campos como la Literatura IJ, Lingüística aplicada y enseñanza de L2. Viajero, trotamundos incansable e insaciable de convivir con otras culturas y realidades sociales.

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Published
2016-05-23
How to Cite
Garces_Rod A. (2016). Rethinking the poetic competence in teaching English as a foreign language to young learners: A poetic Linguistics practice. Revista Complutense de Educación, 28(1), 165-183. https://doi.org/10.5209/rev_RCED.2017.v28.n1.49074
Issue
Vol. 28 No. 1 (2017)
Section
Articles

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