Códigos sociolingüísticos y rendimiento académico. Un análisis de interacciones comunicativas de docentes y estudiantes en el aula.

This work argues the role of communication between teachers and eight (8) students in Science, Math, Social sciences, English and Music attending High School in the Nueva Esperanza IED public school, located in the locality of Usme, Bogotá, Colombia. Restricted and elaborated Codes used by teachers...

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Detalles Bibliográficos
Autor principal:	Rodríguez Quitián, Yeismy
Otros Autores:	Camargo Cárdenas, David
Formato:	Tesis y disertaciones (Maestría y/o Doctorado)
Lenguaje:	spa
Publicado:	Universidad Antonio Nariño 2023
Materias:	Códigos sociolingüísticos Comunicación en el aula Rendimiento académico 370 Sociolinguistic codes CLassroom communication Academic performance
Acceso en línea:	http://repositorio.uan.edu.co/handle/123456789/8186
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

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Sumario:	This work argues the role of communication between teachers and eight (8) students in Science, Math, Social sciences, English and Music attending High School in the Nueva Esperanza IED public school, located in the locality of Usme, Bogotá, Colombia. Restricted and elaborated Codes used by teachers in classroom are compared with the communicative reception perceived by students and their academic performance on these academic areas. The academic results of the students were collected during five years, the results in the test Saber9 (year 2017), a sociodemographic characterization was made by means of a survey and the socio-linguistic codes of teachers and students were characterized, seeking to identify specific cases in which they will be denoted Interaction problems that affect the academic processes. It is possible to identify three types of affectation: positive (students 1 and 8), neutral (students 3 and 4) and negative communicative interaction (students 2 and 7) between students and teachers, which affects academic performance. In two of the students (5 and 6) were not possible to establish if the problems of academic performance originated from difficulties in the understanding of sociolinguistic codes.