objeto, modalidades y ámbitos de la investigación en didáctica de la

OBJETO MODALIDADES Y ÁMBITOS DE LA
INVESTIGACIÓN EN DIDÁCTICA DE LA LENGUA1
Anna Camps
Universidad Autónoma de Barcelona
1.
EL OBJETO DE LA INVESTIGACIÓN EN DIDÁCTICA DE LA LENGUA
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EL SISTEMA DIDÁCTICO
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Este
«Introducció:
En CAMPS,
didàctica de
texto es una traducción revisada de: CAMPS, Anna (2000).
Objecte, modalitat i àmbits de la recerca en didàctica de la llengua».
Anna; Isabel RÏOS; Margarida CAMBRA: Recerca i formació en
la llengua. Barcelona: Graó.
Anna Camps
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SISTEMA DIDÁCTICO Y CONTEXTO
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8
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
!8"'" $"# /'"# '''"# #('" '" " $'" " 0 + ( #$' !" (# ( (&" $(# $" !'/ !" " #
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0I>#$(# (&( " # &#&# '/$# #("#7 2
2
Estudios diversos sobre la incidencia del lenguaje escrito en las formas
del pensamiento y en la construcción social dan a la institución escolar un lugar
fundamental en lo que podemos denominar culturas alfabetizadas (p.ej.: Scribner
y Cole, 1984; Olson y Torrance, 1995).
Lenguaje Nº32 - Noviembre de 2004
9
Anna Camps
LAS ACTIVIDADES IMPLICADAS
&0" !" $'/ 0( (&( &"$/8(' !" ##$"& !!/
$( "# "#$/$1 + " &(1 !"8 !" !!/$ !" " 0 -" C"&(# !!( C" '"8"'" (# '("#(# 9"
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") ( " " &'( !" $)!!1 + !" + 1 -" ( " " " $( " " '("#( + ( #( " (#
'(!$(# !" $)!! C& 7
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!" " 0 (# '" !"# '$ " !(# $(# !" $)!!
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-" "# '" !"' 0 (# !" " 0 +( #('" " 07
10
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
)"'#(# $('"# #" C (!( !" (&"3!! !"
(# !#'#)(# + !" (# ( $"2$(# -" #" $"''"( "
# #"# !" " 0#1 " # "# -" #" '(!" !#'#( (
!8"'" $"# 8 !!"#7 A(' "3"&(1 ,'" 9; C !" (#
."#" '(#4 #0" $"#? ; (# #3"$(# -" #" & 8"#$ $')<# !" (# '("# #("#J ; " 0 -" #" C !" '" !"'
+ -" #" & 8"#$ " (# $"2$(# #('" ( '$' !" (# "# #"
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)'$"#37 : '(#$( !" "#$!( !" 0"#$ !" $"'
" " !" " 0# :K'0C$ + +"+ '"( (" !(# $(# !"
0"#$ -" (!'>&(# ( #!"'' "'$" "" $"# ! ( 8 !#$ $ !" !#'#( " " -" #" " " ! /& !" $"' )"'7 " "#$(# $('"#?
No gestionamos la interacción por ella misma, la gestionamos con el objetivo de proporcionar a cada uno las mejores
oportunidades para aprender lengua (...). Por esto, la gestión
de la interacción y la gestión del aprendizaje van unidas.
(1991, p.21).
"#"8!! !" '" !*3" !" " 0 "# '"#&" $" ( 8" !" (# !8"'" $"# $(# !" $)!! " $"''" (&"3 !" ( $"2$(# ! /&(# 9,&#1 J
1;7 ( #!"' !" #" !" " 0 (&(
$"''" !" $)!!"# (&"3# "'&$"1 (' !(1
" $" !"' "#"8!! !" !!/$ !" " 0 +1 (' ($'(1
'(2&' (# (# '("#(# !" " #"D * + '" !*3" !" " 01 &/# / !" # '("#$# '&" $" $< #1 !"#!" "
&(&" $( " -" #" $" " " " $ # $" ( "# !" (#
0" $"#1 " # "# #" $"0' #"'"&" $" (# #"$(#
(0 $)(#1 (# 8"$)(# + (# #("#7
3
Cambra (1998) sintetiza las clasificaciones que, de acuerdo con las
diferentes finalidades, puede tener el discurso en el aprendizaje de lenguas:
constitutivo (formas de la lengua seleccionadas como contenidos de enseñanza
y aprendizaje) y regulativo (destinado a establecer y mantener las relaciones
sociales); discurso previsto (planificado por el profesor) y no previsto (el que se
produce durante el transcurso de la clase). Milian (1999) analiza los diferentes
contextos que se manifiestan en la interacción oral de los alumnos en el proceso
de redacción de un texto en colaboración.
Lenguaje Nº32 - Noviembre de 2004
11
Anna Camps
LA RELACIÓN ENTRE PRÁCTICA Y TEORÍA
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" $"'"'( -" (# (& + -" $* $"('># %#7 @'88$C#
12
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
+ = 9; '$" !" "#$ !#$ + &> 7 #
'("#$ !#$ 0" ( )""# 0'!(# " !(# (-"#?
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&"!$ $" #$ &/# ( &" (# '("&/$7
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0' !"#<# !" $ +1 (' ( $ $(1 &
!#$ " $'" " &(&" $( !" '/$ + " !" '"8"2 J "!" (' &(!8 !" (# "# !"
" #"D * + ( #&" &( !' $" " '("#( !"
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'("#( !" '"(0! !" 8('& 1 !" /## !" (#
!$(#($" !(#+!"#") 7 "#$" )" $"'"#
+ )!"* + 8!! !" )"#$0 7 96; "
)" &/# $( " (3"$)( "# '")# !" # $"('>#
'")#7 A(' ( $ $( '"'"#" $ '("#( !" &(
Lenguaje Nº32 - Noviembre de 2004
13
Anna Camps
( "$1&/#/!" /##!"&(!(!"8 ( '!"
#!"$"'& !#'/$#7 /##") "$'
'>$ !" # $"('># #+" $"# $ 7
(# !(# %$&(# )""# ") '"( ' (# ( "$(# !"
(# '(8"#('"# ( # $"('># " $>8#1 '$' " (& !!"# !" $"'&( " $'" )"#$0!('"# (&( 8('& %
!" !#'#(1 !"$" + !)0 7
LO< '$"'>#$ $" " "#$" ( (&" $( #('" '/$
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#" C ( #!"'!( -" # !)"'## " # '"( !# ( " #"D * !" " 0 ( #$$> " &'( $"'( !" #
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!"(# " $>8(# -" !" #" $!( # '/$#1 -" #') !"
#$'&" $(1 $ $( ' " /## !" # $"('># &>$# (&(
' ('" $' # &#&# '/$#1 "!" "#$' " #" !" !"#) -" &" !( #" "'" " $'" $"&" $(#
$"'(# + '/$# "#('"#7
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(!"&(# #$'1 "#1 " )" &/# 0" "' ' )"' (&( "
" '("#( !" ( #$' !" ( (&" $( C& ( #" C !(
&/#/!" '"8"2 " '/$+#"C "('!($"('>#
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&"3(''7 "0% "#$" $('1 (# ( "$(# "#( $/ "(# #'0'>
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( #$$+" !(# #"$(# !" !"#''(( !" " #&" $( )"'7
# !8"'" # 8 !&" $"# " $'" "(# #( !(#7 '&"'
"#$' " ##$"&$!! !" (# ( "$(# " $>8(# + " "
14
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
)" !" 0" "'!! " -" #" "#$"" # '"( "#1 !( (# '!&" $(# !" ##$"& '"" + " (# ( "$(#
"#( $/ "(#7 #"0 ! "# -" (# ( "$(# " $>8(# "!"
#"' $*!(# ( #" $"&" $"1 &#&( $"&( -" #( #$'
&" $(# ' " ( $'( )( $'( !" " #&" $( 9+1 (!'>
&(# D!' " "#$'( #(1 !" '/$ '"8"2);7 8$ !"
( $'( )( $'( !" (# ( "$(# "#( $/ "(# ) ! !8$! !" ("'' ( "(# ' -" #" #$'&" $(# !"
" #&" $( #$'$(7
,##'"' 9;1 !"#!" '"#"#$(# $"'(# !8"'" $"#1
!"8" !" $&< ""#!! !" ( (&" $( ##$"&/$(1 ($('0' ( (&" $( " $>8( !! !" ( "' ('!" (# C"C(# !#"'#(# + #!(# !" "2"'" ($! "
&"!$7 )# (&'" #) !" '"!!1 8'& "#$"
$('1 ( #" * (' &"' "2$" # 1 (' " # C&" $(
+ " '-"&" $( !" "2"'" ('! '1 # ( -" #" '"
-"'" ")( ' ( !" ('!" 1 8('& ") !" $"'
'"$ $""$7
# '# !" Q!!(K#( 9H; "!" #"')' !" #> $"##
!" ( -" $"&(#?
Todas las actividades que se hacen al amparo del término
investigación pretenden ir más allá de las apariencias, pretenden descubrir categorías abstractas y conexiones subyacentes a fenómenos más o menos corrientes. (...) Podemos
considerar la investigación como un proceso dialéctico permanente: formula la realidad en términos abstractos y, a la
vez, de esta formulación abstracta se deriva una reformulación
de la realidad.
'"#&" 1 )"#$0 " !!/$ !" " 0 $" "
#(3"$(" (&"3!!!"#$)!!"#'"( !#( " #"D * + " '" !*3"1 + # (3"$)( "# "('' ( (&" $( ##$"&/$( !" "#$ '"!! ( $" !" (!"' $"')"
' !" & "' 8 !&" $! ' &"3(''7
'" 1 # "&'0(1 ( "# !'"( 7 " "
( (&" $( !!/$( #'0" !" '"8"2 + !" "#$!( ##$"
&/$( !" # '/$# !" " #"D * + ( "!" "2#$' 8"' !"
"#$ '"!!1 "# ""#'( $" "' " " $ -" '/$ -" #"
* 9 #" (!'> ( #!"'' ; $" " # ('0" "
Lenguaje Nº32 - Noviembre de 2004
15
Anna Camps
$"('>#1 &/# ( &" (# "#( $/ "#1 &/# ( &" (# 8 !&" $!#
" $>8&" $"7 ,-"' '("#$ !" &( ( '$" !"
"'(? "#$ "# $'"* &#& !" ( (&" $( " $>8(7
,( ("' # $"('># -" C !!( #(('$" " #"D * !" " 01+ *'&(#"" " $' '"#" $"#" #"!"(#
( "$(# + !" # '/$# !" (# " #"D $"# "# ( !" (#
#"$(# -" C+ -" ('!'7
:#> "#1 " (3"$( !" )"#$0 !!/$ ( #( (#
C"C(# ." '$(41 # ( (# C"C(# + $"''"$!(# (' (#
'$ $"# " $)!!7 (# '("&# -" '/$
$"1 ""#!! !" !' &+(' (C"'" # '/$# "
'" ( (# &(# -" (# #(# !" " 0 "2"'&" $
" #("!!1 ( # $' #8('&( "# #("# -" !" "
"#"1 ( # ('$( "# !" # !8"'" $"# " # " "
( (&" $( !" " 01 !" ## #(#1 !" ## '"( "# ( (#
C $"#1 ( " !"#''(( &" $1 #( + 8"$)( !" #
"'#( #1 $(!( "#$( !"#" !" ""#!! !" !"#''(' "
( (&" $( #('" " #"D * + " '" !*3" !" # " 0#7
(# C"C(# -" ( #$$+" #" "&>' !" )"#$0
"#$/ " #" !" # '"0 $# + !" # C$"##1 8('&
!" # "# ( $'+" (# !)"'#(# &(# " $>8(#
-"1!" & "'($'1"#$/ '"( !(#" $'"#>9 0I>#$(#1
"!00(#1 #(0(#;7 ( (&" $( !!/$( #'0'/1
# "&'0(1 !" )"#$0 "#">8 -" ( #!"'" $"''" " $'" (# 8$('"# &" ( !(#7
#" !" ( (&" $( " "#$'( /&$( "#1 (&(
C"&(# !C(1 " #"D * + " '" !*3" !" " 0 " "
#" $!( " -" ( !"8 >&(#? (&( $)!! ##$<&1 (
## 8 !!"# + '$! " $)!!"# (&"3#7 /##
!" "#$# $)!!"#1 !" ## (3"$)(#1 !" (# '("#(# !" '"*
1 !" ## '"#$!(#1 '"-"'" "(' !" ! -" "'&$ 1 (' !(1 $'1 +1 (' ($'(1 "(
'' '"0 $#1 C$"## -" ( !* )"#$0 !" #
( "# -" #" ") $<'& ( + !" ## '"#$!(#1 ( 8 !! !" #' (# &"3('"# & (# (#"# ' ")' (7 A(' ($'( !(1 "#$# &#&# '/$#1 #!# " &(!"(#
"2>$(# -" "'&$ '"8"2 + )"#$0 1 #"'/
16
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
$&< " $( !" '$! !" 8('& "'& " $" + !" 8('& !" '(8"#('!(7
( -" C"&(# !C( C#$ -> (# "'&$" '"8('&' /
"# " (3"$( !" !!/$ !" " 07 )"#$0 " "#$"
&( C !" ( !' "(' !" ( (&" $(# $"'(#
-" !" '* + "'&$ (&'" !"' + $"''"$' $)!!
!" " #"D' + '" !"' " 01 "# !"'1 $"('* -"
"! !' '* !" & "' (&( $( !" $)!!1 !#'#)1 #" $"''"( ( ($'( $( !" $)!!1 !"
'" !*3" + " #"D *1 -" $" " (&( (3"$( # $)!!"#
!#'#)# + # ( "# + ("'( "# -" # ( 8('& J
$"('* -"1 # )"*1 #" ('" $ C ")( )" !"
(&'" # !" '/$ ' 8 !&" $' + $' #8('&'7
=(!( "( $" " !( " " $ # 8 !!"# -" #("!!
$'+" # #$$( "# "!$)# + $" " !( " " $
$&< # 8 ( "# !" " 0 " # $"'( "# #("# +
$'"# + (&( #$'&" $( !" " #&" $(7
2.
MODALIDADES DE LA INVESTIGACIÓN EN DIDÁCTICA DE LA LENGUA
!"8 !"(3"$(!"!!/$!"" 0 (#")
")$"&" $" '"8"2 #('" /"# #( # &(!!!"#
!" )"#$0 &/# !"!# ' ( #$'' " ( (&" $(
" "#$" /&$(7 $" !"&(# # '$"'>#$# !" (3"$( $
(&( ( !"8 >&(#1 # &(!!!"# !" )"#$0 -" #"
!($" C !" "'&$' (&'" # " $"''"$ !"
$)!!"# C& # (&"3# " $"''"( !#1 ( "2
0'/ #$'&" $(# -" !" )# !" "#$# $)!!"# "
'(8 !!!7 # ""#'(1 # "&'0(1 '"8"2( ' 0( &/#
#('" "#$" #"$(7
!!/$ !" " 0 (&( /&$( " $>8( "#">8(
#'0" " " '" !" !)"'## " # 0I>#$# #(0# +
#("#1 ( ## '(# $'!( "# !" )"#$0 7 #(
(0>1 (' "3"&(1 #" ( 80' (&( " " " "'(!(
& $" !" '!0& (#$)#$J (#$"'('&" $" #" C )#$(
&"'# " ('" $ (0 $)1 "#"&" $" " " &(
!" (# "#$!(# #( 0I>#$(# ( " (# -" #" '"8"'" (#
Lenguaje Nº32 - Noviembre de 2004
17
Anna Camps
'("#(# &" $"# '"( !(# ( "$' + "#'$'7
=&< "!0(0>"&"'0"'&"'&$!!"#0(RR" "
&'( !" (#$)#&( " $>8(7 ,'S!"1 8 !!(' !" #$
$$( B" B-"# (##" !" @ "'1 "# ( !" (# &#('"#
!" ."!0(0> " $>841 + !)0 ( # (' $< #
"#$!>#$# !# )"#$0 " "! 7 4 ('" $ " $#$ !" $( (#$)#$ " )"#$0 #(0
+ "!00 $(!)> "#$/ '"#" $" " "#$(# /&$(#1 "#' !"
( #"' % 7
/# '"" $"&" $"1 &C# !" # " # #("# 9 $'(((0>1 #(((0>1 #(( 0I>#$1 + $&< "!0(
0> + 0 (# /&$(# !" #((0>1 " $'" ($'# " # +
('" $( "# &"$(!(0#1 (&( " /## !" !#'#(1 !" ( )"'# 1 "$7; C ('!!( # (3"$( !" "#$!( !"#!" $( !" )#$ -" "'&$" $" "' " " $ (&"3!! !" #
$)!!"# C& #7 "&"'0" !" $"' $)#
$"''"$$)# + '>$# " )"#$0 " " # #("#
C "'$( ")( C('*( $" " ( #!"' !" ( -" "#
" $>8(7 "#$" &'(1 ( #" # "2 # !"
(# C"C(# 9-" " " # #("# #( # $)!!"# C& #;
# ( (&'" # + $"''"$ !" '"!!"# 0("#
(&"3# + ! /&#7
)"#$0 #('" " #"D * !" " 0# # !"#
''(( '(( " ( 8" !" # !(# ('" $( "# !"
)"#$0 &" ( !#7 C(# $('"# 9 1 J
'#" F'""& + ( 01 ;1 C' !" )"#$0 " " #"D * !" " 0# + !" # &(!!!"# -" "!" !($'1
"&"* ( $'( " !( !(# '!0&# -" &" !( #"
!" (& $$$)( + $$)( " '" ( " (3"$)(
-" #" $" + ( " $'$&" $( !" !$(# '"!(& $"7 "
$(!(# &(!(#1 8'& !( -" "#$# #8( "#
!($&##( #8" $"#'!'" $!"#&"$(!((0>#
-""!" #"'%$"#' )"#$0 #('"" #"D *!"
#" 0#+!3 ('&!"#(#"# $"''"( "#
4
Esta intención es compartida en nuestro país por Alexandre Galí y se
manifiesta en la publicación La mesura objectiva del treball escolar («La medida
objetiva del trabajo escolar»). Para una visión más completa de la fundamentación
teórica de las pruebas de lengua en esta obra, cf. Camps (1997)
18
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
" $'" &# &(!!!"#7 : "#' !" (# $" $(# !" " ( $''
)># $"'&"!#1 # #8( "# $2( &# ( #( "#
!" "2' (' #> &#&# !)"'#!! !" '/&"$'(# -"
( $'+" !"&$' # (( "# &"$(!(0#7 $'(# " 8(
-"# -" '$" !" !)"'#!! !" 8$('"# -" ( 80' (#
$(# !" )"#$0 '"" &/# #0"'" $"#7
Medir
Estructuración +
Encuestas
Codificación
Observación
sistemática
Controlar
Investigación
experimental o
cuasiexperimental
Control +
Observación
Estudio de casos
Protocolos
Historias de vida
Diarios
Observar
Investigación-acción
Intervención
Elicitación
Preguntar/actuar
Cuadro 1. Parámetros en el diseño de investigaciones, según Van Lier
(1988)
"' 9HH; "#$"" !8"'" $"# $(# ( &<$(!(# !"
!#"D( !" )"#$0( "# " '" ( !(# '/&"$'(# 9
!'( ;? " !" "#$'$' '") !" #$ !" )"#$0
+"!"( $'(!""#$#$ !' $"" '("#(7(#!(#
'/&"$'(# &' $'( "#(# " (# "# #" "!"
#$' (# $(# !" )"#$0 1 !"#!" " &/# "#$'$'!( +
( $'(!(1 (&( "# " "2"'&" $1 C#$ " -" ( "
"#( !" &" (' ( $'( + "#$'$' 1 (&( "!" #"'1 ('
"3"&(1 " "#$!( !" #(#7 " $"&" $( !" "' #"
!"#'" !" -" (# #$'&" $(# ' ( ("' '"!! !" " #"D * + " '" !*3" !" # " 0# "!" #"' !)"'#(# +
(&"&" $'(#7
Lenguaje Nº32 - Noviembre de 2004
19
Anna Camps
$'(# $('"# ( #!"' $&< '/&"$'(# !)"'#(# " !"8 !" # &(!!!"# !" )"#$0 " !!/$ !" " 07 @0 < 7 9H; !#$ 0" " $'" " &<$(!( /#( !"
)"#$0 1 (# (3"$)(# + # 8 !!"# -" #" '(( " + (#
'("!&" $(# -" #" $* ' # ( #" 7 A(' "3"&(1
#"0% "#$(# $('"#1 )"#$0 !"#'$) $" " (&( &<$(
!( " $' (#"') 1 + # 8 !! "# (&'" !"' ( "2'7
(#'("!&" $(#-"$"(!'/ #"'!)"'#(# +&/#(&" (#
"#$'$'!(#? " "#$1 "#$!( !" #(#1 /## !" !$(# )"'
"#1 /## !" ( $" !(#1 "$7 )"#$0 $"' $" " (&(
&<$(!(" $'" /##( "$+#8 !!"#(&'" !"'
( 8('&' '"!( "#7 ,(&( '("!&" $(# &" ( (#
"#$!(# $"'(# + '>$(#1 # #> $"## 9( #> $"## '>$; !"
'"#$!(# !" )"#$0 1 (# "#$!(# '(#"$)(#1 "$7 )"#$0 "2"'&" $ $" !" (''(('' ( )"'8' C$"
##J " " &( -" (# ( (#$&' $" "' !#"D(
#"2"'&" $ + #" $* " "#$!(# !" $( ")$)(J )"#$0 0! " '/$ 9( )"#$0 ; $" " # /&$( " $"')" ' (&'" !"' +
$' #8('&' '/$7 (# '("!&" $(# !" )"#$0 -"
(# $('"# '"( ( )"#$0 #( !)"'#(#?
() ( $'(! ( "#$'$'!1 " " !"
""&" $(# $"'(#1 !"#''(( ( $'(!( !" #$'&" $(#
!!/$(#1 $"('* !" 1 "$7
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!" #8 "!" ##$'1 !#$ -" C" (# $(
'"# &" ( !(# " $'" ('" $ 0" "' !" )"#$0
+ !" (# (3"$)(# /#(# -" #" '(( "1 + (# '("!&" $(#
&"$(!(0(# -" '$' ' ( #"0'(# (# '"" & ( $"'"# $" ' #"'' # )#( "# !($&# #('" "
$(!" )"#$0 " !!/$!"" 0+'"2"'&" $' & (# !"!(# ' ('!' " ( (&" $( !" (&"3 '"!! !" " #"D * + '" !*3" !" " 0#7
#$" "# " $( !" )#$ -" !($&(# 8 !&" $!( "
('$( "# &/# 0" "'"# !" &"$(!((0> " " # #(
"#7 ("' 9HT; ('! #"' !" !($(&> -" #"
C "#$"!( " $'" 9#!( " %#-"! !" ##;
20
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
+ 9#!( " '$ "&/$ " $)!!
&#&; '(( " !( )" !" (&'" # -" #" #" " "
'("#( $"'&"!( !" " "# #0 8$) +
"!" #"' (3"$)! " '("#( !" ##" # !" (&
'" # 7 ,(&' "#$" '("#( ( " !" $"''"$ !" $"2$( ' -" "! #"' (&'" !!( &"3(' " ($'(# ( $"2$(#
!" '"" 7 :#> $"''"$ "'&$'/ !")()"' '("#( !" (&'" # 1 "'' !( !" "#$ &(!( " >'( -"
'" $"&" $" #" C> '($( ( $"''"$ 7 # '#
!" ("' "2 "#$" '("#(?
L’action sensée devient objet de sciences seulement sous la
condition d’une sorte d’objectivation équivalente à la fixation
du discours par l’écriture.
(…) Ma thèse est que l’action elle-même, l’action sensée, peut
devenir objet de science sans perdre son catactère de
signifiance à la faveur d’une sorte d’objectivation semblable
à l’objectivation opérée par l’écriture. Grace à cette
objectivation, l’action n’est plus une transaction à l’aquelle le
discours de l’action continuerait d’appartenir. Elle constitue
un configuration que demande à être interpretée en fonction
de ses connexions internes. (213)
(3"$( !" )"#$0 " !!/$ !" " 0 $
(&( ( C"&(# !"8 !( "20" )"#$0 ('" $! (&'" # !" '"!! ' 8 !&" $' $ " '/$1 + (' $ $(1 )"#$0 -" (&('$'/ /## $$)( + " '(8 !!! !" (# !$(#7 " #'"1
(' $ $(1 " ('" $ $"''"$$)(&'" #) !" )"#$0 " " # #("#7 :C(' " 1 # (# #$&(# "
" )" !" (# '("!&" $(# !" )"#$0 1 (# C"&(# !"
'"0 $' /"# #( (# &/# !"!(# ' ( #"0' (#
(3"$)(# ($'(# " ! $)!! ( '"$7 !#'
0" "' &"$(!((0> !" )"#$0 ( #" ( $'!" (
8'& !" -" (# #$'&" $(# ' ( ("' '"!!
"!" #"' !)"'#(# + (&"&" $'(#7 #$" " 8(-" ") ""#!! !" "#$""' '(0'&#1 > "# !" )"#$0 -"1
#!(# " (# (3"$)(# 8 !&" $!(# " " '&"' )"1
!&$ ( $' !" !8"'" $"# #$'&" $(# + '("!
&" $(# !" 8('& (&"&" $'7
Lenguaje Nº32 - Noviembre de 2004
21
Anna Camps
3.
EJES DEL DESARROLLO DE LA INVESTIGACIÓN EN DIDÁCTICA DE LA LENGUA
'"$" # !" (8'""' ('& "2C#$)( !" (#
&(# -" C !" #"' (3"$( !" )"#$0 #('" " #"D * + " '" !*3" !" " 01 !"#$'"&(# 0 (# "3"# -"
(!'> '$'1 " $(' ( (# "# "# ""#'( "(''
( (&" $(1 $" " !( " " $ -" (# '"8"'&(# )"#
$0 " !!/$ !" " 0 + ( -" #" "!
!"#''(' " " &'( !" ($'# !# # " $>8# -"1
-" "!" #"' $"'"# $"# " "#$'( /&$(1 ( "!"
( #!"''#" !# " < 9
"$"'1 6;7
'&"' "3" "#1 # !!1 " " #" $!(
"#$'$(1 "# !"'1 " ( (&" $( !" (# '("#(# !" " #"D *
+ '" !*3" !" " 0 " " 7 #$" "#( ( !( 1 !"
C"C(1 $(! )"#$0 -" #" ( #!"' !!/$1 + -"' &'! #"$(# '"( !(# ( " #"D * !" " 0 ( $" !'/ -" $" "' (&( $( !" '"8"'" 7
0" "' #" ('! " #"D * !" " 0 (&( '"#
' 7 "#$'( ># #" !#( " !" ( )"#$0 -"
(#"'-"(-"'"&" $"#" "?&(#"( #$'+"
" ( (&" $( )"'1 -< '" #" "#$"" " $'" &(!"(#
!" " #"D * + '("#(# !" '" !*3"1 -< !" $" "
" $"' (# !8"'" $"# $(# !" &$"'"#1 &( #"
"!" !"' # '(0'&( "#1 -< "#$'$"0# #( &/#
!"!# ' '(&()"' (# #(# 8('&"# !" " 01 "$7
,(&( !">&(#1 " "#$" "#( '/$ #" 8 !&" $ " "
( (&" $( + "('!(1 + "#1 # )"*1 0" "'!(' !" ")#
'"0 $# + !" C$"## -" #" $" !'/ -" ( $'#$' " '("#( !<$( + ! /&( !" '"8"2 + $ 7
#"0 !( "3" 0' " $(' ( !" #
$ % 7 $( !" '"8"'" ( ( #$$+" $ $( # ('$
( "# !" # " # !" " 03" (&( # '/$# #("#1
!# # "#('"#7 ( "$( !" $' #(# !!/$
")!" (&"3!! !" "#$" /&$(1 -" ( ( ##$" % &" $" " #"" !" (# ( $" !(# ' #"' " #"D!(#1
# ( " '("#( !" !" (# (3"$)(# + # #$(
"# !" " #"D *7
22
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
$"'"' 0'1 " /## !" (# ( #$$+" ( !" (# "3"# '"#
' ( #$' !" #"' !!/$( " '" ( '/$7 (# &(!"(# "2>$(# + #+" $"# -" 0> '/$ !" '(8"#('!(1 (# ( "$(# #('" # " 0#
+###(#1#('"'" " $'""#$(##(#+"!"#''((&" $
+ # 8('&# $'"# -" #" '"( ( " &#&(1 #
& "'# !" ( "' -< "# " #"D' " 01 "$7 '""'$" "
# !"#( "# "!$)# -" #" $(& 1 +1 (' $ $(1 " $"' -" #" "#$"" " $'" (# ""&" $(# !" ##$"&
!!/$(7
% '"&" $" $')<# !" " #"D * !" " 0 ( # " 0# "# " '$( !" (# /&$(#
!" )"#$0 7 ,( )" !'> '(8 !*' " # '"( "# " $'"
" " 03" " #("!! + " !" #$$ "#('1 8('& '$" !" '&"'7 "'> '"#( $&< C"' /## C#$'( !" "! 0I>#$ + $"''1 !" (#
&(!"(# !" " #"D * -" #" C !"#''(!( " '" (
# #$( "# #((C#$'# & $"#? 8 !!"# !" " #"
D * !" " 01 !"& !# #("# -" C '"#( !( "#" + -" C !!( " # '"'"#" $( "# -" !" "
C $" !( ## $('"# 9& !(1 '(8"#('!(1 !'"#1 &!'"#1
"$7; #$( "'&$'> )# '>$1 !#$ ! + " '(8 !!! !" (# ( "$(# #+" $"# &C# '/$# $(!)>
'"#" $"# " "#"7
F &" $"1 #" "!" ( #!"'' $&< " "3" !" )"#
$0 #('" !" !!/$ !"
" 0 + !" " #"D * + '" !*3" !" " 0#1 ( 8 !! !" "('' &'( ( "$ (C"'" $" + -" (
#" #&"&" $" &"* "<$ !" ('$( "# !" " #
!)"'##7 ,( )" !'>1 (' "3"&(1 '(8 !*' + !"$' #('"
/"# #( (# '!0&# " $>8(# + (# &'(# !"(0(#
#+" $"# # !"#( "# + 8('&( "# '''"# + #
'/$# !" " #"D *? -< ( "$(# !" " 01 !" " #"D *1
!" #( !" " 01 !" !"#''(( )"'1 "$7 (# 8 !&" $ 7
)"#$0 $"' " "#$'( /&$( C !" "#$' "#$'"C
&" $" '"( ! ( ( !" (# '#0(# 8 !&" $"# -" Lenguaje Nº32 - Noviembre de 2004
23
Anna Camps
'$"'* ?'" !"$"('>-"#""('( '/$
!" "! 0I>#$7
4.
ÁMBITOS DE CONSTRUCCIÓN DEL DISCURSO DE LA DIDÁCTICA DE LA LENGUA Y
AGENTES DE INVESTIGACIÓN
(&"3!! !" ##$"& !!/$( +1 #('" $(!(1 (&"3!! !" # '"( "# -" "#$"" ( " ( $"2$(
#( + #$$( $" " (&( ( #"" !)"'#!! !"
(#"#(#" (#-"#"( #$'+""!#'#(#('"!!/$
!"" 01+1('$ $(1!)"'#!!!"(#0" $"#-""!"
$"')" '7 5 / &( !" !3' ('& "2C#$)(1
(!'>&(# "#$""' !)"'#(# /&$(#1 " " #"#$( !" -"
C+ $"''" " $'" "(#7 ( (# #0" $"#?
U&
$" $(!(#(# )""#
+ ( 8 !!"# !)"'##7 #$" /&$( "#$/ " #" !"
"(' !" ( (&" $(1 -" &" !( #
'/$# "#('"# ( " ( #( (3"$( !" /## + !"
'"8"2 1 ( " 1 + ($' -"! ' #'$# &#&( ( $"2$( !" '/$7
U & 1 -" +" (# !"'$&" $(# )"'#$'(#1 "'( $&< #$
$( "# !)"'## -"1 ( " '(&")" )"#$0 1
( " #( $(# !" $"'#" " $'" )"#$0 +
8('& 7 : &" !( "#$" /&$( #" &")" "3(# !" '"!! !" # #1 !" (# '("&# '""# !" " #"
D *7 $"''" " $'" "#$(# !(# /&$(# "# &'"#
!" ' '"' "#( !" 8 !&" $ !"
( (&" $( !!/$(7
U 1 !( !" #" "(' #
#"# '''"#1 (# ( $" !(# '"#'$)(#1 # ('" $( "# + (# '$"'(# ' " #"D * + ") 7
"#$" /&$( (!'> '#" $&< (# ('0 #&(#
!" #"0&" $( + !" ( $'( + !" ") 1 (&( ('
5
En esta delimitación de los ámbitos donde se elabora el discurso didáctico,
seguimos la propuesta de David (1995), pero añadimos uno que para nosotros es
básico, el del aula.
24
Universidad del Valle
Objeto, modalidades y ámbitos de la investigación en didáctica de la lengua
"3"&( #" "!$)1 -" )""# "# 0" $"
$)( !" )"#$0 #('" " #"D *7
U #
1 " (# -"1 !" & "'# !8"'" !#1 !" "
( (&" $( #('" # '/$# + '"8"2 $"'
#('" " #"D * !" " 07 #$" /&$( !""'> #"'
$( !" ( 8" !" $ '/$ + !" '"8"2 #('" "#$ '/$7 "&#!( &" !( 8('& "# '"#'$) + ( #! " '"8"2 + "
" /## !" '/$1 "# !"'1 "3! !" )"#$0
7
U 1 " (# "# (!"&(# !#$ 0'
!(# #/&$(#?
(# !" "! !" &$"'"# 9'(# !" $"2$(1 '"'#(#
8('&/$(# ( " ($'(# #(('$"#1 "$7;1 -" $" " 0' !" " " !#'#( !!/$( !" '(8"#('!(7
:)""#"#$(#&$"'"##( 8'$(+(3"$(!" )"#$0
J !"&#!( &" !(1 # "&'0(1 '"#( !" $"'"#"# + 8('&( "# -" ( "#$/ '"( !(# +
$" $)!! !" " #"D * !" " 0 !"
& "' '"#'$) ' " & !( + ' " '(8"#('
!(7
!" & "# ( !" '(# !" " #+( ( !"
)"#$0 #('"!!/$!"" 0+#(
"# "'!# "#"*!#1 " " #"$(# "!$)(#
" 0" "'1 " " " #"D * !" " 0#7 #$" /&$(
$" !'> -" ( #$$' ( !" (# "#(# !" $"'&(
" $'" $(!(# (# &!(# " !!/$ !" " 01 +
#$'&" $( !" !"$" + !" ( #$' !" ( (
&" $( !!/$( (&'$!(7
( -" !"#$ " " ('& !" (# /&$(# !" "('
!" ( (&" $( !!/$( "# -" (# 0" $"# -" '$
#( !)"'#(# + &" !( ('$ $(# !" )#$ ( $'!
$('(#75 (!"(#'"$(#!"!!/$!"" 0"#) *'"
"(' !" &(!"(# -" $" ! (C"'" " "
&'( !" !)"'#!! !" 8" $"# !" "#$" ( (&" $( + !" #
!(" '/$"' "#$<&( + '2"(0(7
Lenguaje Nº32 - Noviembre de 2004
25
Anna Camps
REFERENCIAS BIBLIOGRÁFICAS
(1991). Focus on language classroom. An
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BOUTET, J. (1989). Didactique des langues et relations interdisciplinaires.
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CAMBRA, M. (1998). El discurso en el aula. Dins MENDOZA, A. (coord.):
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SEDLL/ ICE de la UB / Horsori, pp. 227-238.
CAMPS, A. (1994). L’ensenyament de la composició escrita. Barcelona:
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CAMPS, A. (1997). Les proves de llengua de La mesura objectiva del treball
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Barcelona: Graó, pp. 209-221.
CASSIRER, E. (1944). Essay of Man. New Haven: Yale University Press.
CHEVALLARD, Y. (1989). La transposition didactique. Du savoir savant au savoir
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DAVID, J. (1995). Positions et évolutions individuelles, institutionelles,
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GAGNÉ, G.; LAZURE, R.; SPRENGER-CHAROLLES, L.; ROPÉ, F. (1989). Recherches
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LARSEN-FREMAN, D; LONG, M.H. (1994). Introducción al estudio de la
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LEONTIEV, A. (1978). Actividad, conciencia y personalidad. Buenos Aires:
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LIER, L. van (1988). The Classroom and the Language Learner. London/New
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MILIAN, M. (1999). La confluencia de contextos en l’ensenyament de la composició
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