Template 1 Educational Research identify the problem

 

Topic: Guide for Reading Facilitators

 

Research problem:

 

The emotion that a story produces makes literature a gateway to reading books in general. Learning a language without becoming familiar with culture deprives students of the imagination and reflection that allows them to adapt to the environment. Both reading and mastering a second language are fundamental skills in today's world. However, the education system is not favorable to this: it is not enough to have libraries, you have to organize them, and train your officials to guide students. As Chambers (2007) points out, the reading process involves an effort of disposition and circumstance: the person has an attitude towards reading and is surrounded by an environment that can be more or less favorable to the activity. People who facilitate reading must be trained in listening and guiding readers. As for learning a second language, Torlakova (2021) advocates the use of stories, since their extension allows a reading accompanied by a short time.

 

To improve in this sense, it is proposed to create a guide with recommendations for members of the educational community who participate in this reading process.

 

 

Justification:

 

Learning a second language and reading are two major problems in the education system. Schools do not facilitate spaces or design strategies that allow students to actively approach these processes in which the recognition of individual experiences increases interest in the activity. If they see in reading something more than texts and in language something more than grammatical rules and begin to see in it a way of knowing themselves and other cultures they could lose resistance to the effort to study. On the other hand, professionals are not trained to guide these processes when students show interest and are often lost.

 

Need to study it: Provide a new tool for seventh grade students of the Braulio González de Yopal Educational Institution to develop reading skills and learn new languages.

 

Literature review

 

As a first approach to similar initiatives, I consulted and selected contributions from the following authors:

 

Chambers, Aidan- The Reading Environment (2007)

 

In addition to a cognitive process, reading is an activity that requires certain conditions to be possible.  According to Chambers (2007) the one who reads makes an effort in the face of his circumstance and has a disposition that guides him. If the circumstances are not favourable, their disposition will be affected and, the less willing, will desist. To promote the habit of reading it is essential to consider the way in which the environment, the library staff, the presentation of the books and the degree of participation that the future reader has in the process, if he is allowed to express himself or not, if someone guides him or not.

 

Emilova Torlakova, Ralitsa - Literature as a tool for learning and acquiring English as a foreign language in secondary education: a didactic proposal based on short stories and graduated readings (2021)

Emilova (2021) points out that literature has advantages over other types of text for learning a second language: the breadth of vocabulary and its presentation facilitate imagination and reflection in the student. The entertainment of a short story and the time they require make it ideal for students and teachers to perform a guided reading with learning objectives.

Sanjuán Álvarez, Marta - From the experience of reading to literary education. Analysis of the emotional components of literary reading in childhood and adolescence (2011)

Sanjuán (2011) points out that the reading process goes beyond the cognitive, since it involves social and cultural aspects, as well as the way in which each person lives it individually: their emotions in front of reading.

Ramírez Noreña, Carlos Alberto and de Castro Daza, Diana Patricia -Reading in early childhood (2013)

For Ramírez Noreña and Castro Daza (2013) reading goes beyond written texts. In everyday life continuous messages require this skill. Therefore, for the person to have the ability to respond to the demands of the environment, it is important to stimulate this habit in childhood as something exciting that allows the person to know and transform.

Bibliography

Chambers, Aidan. The Reading Environment (2007) Fund of Economic Culture ISBN: 9789681684556

Emilova Torlakova, Ralitsa (2021) Literature as a tool for learning and acquiring English as a foreign language in secondary education: a didactic proposal based on short stories and graduated readings [date of Consultation February 19, 2022]. Available in: https://repositorio.unican.es/xmlui/handle/10902/22919

Sanjuán Álvarez, Marta (2011). From the experience of reading to literary education. Analysis of the emotional components of literary reading in childhood and adolescence. Ocnos: Journal of Reading Studies, (7), 85-99. [date of consultation 19 f  ebrero of 2022]. ISSN: 1885-446X. Available in https://www.redalyc.org/articulo.oa?id=259122665007.

Ramírez Noreña, Carlos Alberto and de Castro Daza, Diana Patricia (2013) Reading in early childhood. Grafías Disciplinares de la UCPR, ISSN-e 1900-5679, Nº. 20, 2013, pp. 7-22 [date of consultation February 19, 2022]. Available in: https://dialnet.uni rioja.es/servlet/articulo?codigo=5031483