Reading and Linguistic Competence in the New Curricular Framework: Some Keys
Abstract
Why do our students have so many problems to understand what they read? Why do they find so difficult to explain themselves orally? Why that lack of ideas in their compositions, which at the same time are poor and difficult to understand what they mean? What does the curriculum offer to solve this situation? This article begins with a brief reflection on the reasons for the introduction of the basic competences as the axis that guides the curriculum. Next we focus on the linguistic communication competence, its meaning, what it refers to, what the meaning of reading and understanding a text is. After that, we cope with the way this competence appears in the curricula of the different levels. For that purpose we analyse the competence in three areas: the language curriculum, the group of the linguistic areas and the group of non-linguistic
areas and subjects. Finally, we offer some reflections to improve the reading comprehension and the linguistic communication competence from the perspective of social corresponsibility to cope with it.
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