Incorporación de dispositivos de enseñanza-aprendizaje de los géneros orales propios de la formación inicial en Derecho: el caso de la solemne oral

María Verónica Sánchez Gibbons; Karen Urrejola Corales; Nelson Becerra Rojas

doi:10.5354/0719-5885.2020.54883

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Incorporation of teaching-learning devices of the oral genres typical of initial training in law

Authors

María Verónica Sánchez Gibbons Pontificia Universidad Católica de Chile http://orcid.org/0000-0002-3020-566X
Karen Urrejola Corales Pontificia Universidad Católica de Chile http://orcid.org/0000-0001-7518-3428
Nelson Becerra Rojas Pontificia Universidad Católica de Chile http://orcid.org/0000-0003-3000-3141

Vol. 7 No. 2 (2020)

https://doi.org/10.5354/0719-5885.2020.54883

Abstract

Given the relevance of the development of situated oral skills, both for the formative trajectory and for the professional exercise of the law, it is essential to incorporate teaching-learning devices of the most frequent oral genres of said disciplinary field across the curriculum. In this context, the present study, framed in the field of academic and disciplinary literacy, gives an account, first, of the process and the product of the description of the solemn oral genre, based on tools of Systemic Functional Linguistics (SFL) and of the ethnographic approach. As a second result, this research analyzes the students’ perception of an intensive writing and orality course, anchored in the curriculum of the Law degree in a traditional Chilean university, on the transfer of learning of solemn oral genre to other instances of the career. The conclusions include the relevance of interdisciplinary work for the purposes of disciplinary literacy actions, as well as the scope of the description of genres of a particular academic community for educational purposes.

Keywords:

Literacy, oral skills, subject-specific competences, higher education, Teaching and learning (Processes and methodology), law studies

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How to Cite

Sánchez Gibbons, M. V., Urrejola Corales, K., & Becerra Rojas, N. (2020). Incorporation of teaching-learning devices of the oral genres typical of initial training in law: The case of the solemn ora. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 7(2), 51–74. https://doi.org/10.5354/0719-5885.2020.54883