Competencias de comunicación oral en la educación primaria
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Resumen: La escritura y la lectura se han concebido durante muchos años como los dos canales superiores de conocimiento que los alumnos deben dominar a la perfección. Por esta razón, la competencia escrita ha sido la protagonista en la educación, mientras la oralidad, la escucha y el habla, han quedado tradicionalmente en un segundo plano. Sin embargo, la mayoría de los autores que denuncian esta prevalencia de lo escrito no se han basado en estudios sino en simples constataciones, ya antiguas, que no se han aplicado a España. Ante la falta de datos y el reconocimiento de la importancia en nuestros días de la comunicación oral, esta investigación surge con el objetivo de determinar el actual peso que tienen las competencias orales en la educación primaria. Para ello, se realizó un cuestionario online a 433 docentes destinado a conocer la importancia de cada competencia, la frecuencia de trabajo de cada una, las actividades para desarrollarlas y la percepción de los alumnos. Los resultados indicaron que, aunque la mayoría del profesorado cree que la forma de enseñar competencias orales ha cambiado, deberían tener una mayor importancia. De hecho, consideran que los contenidos propuestos en el currículo escolar no son suficientes para trabajarlas. Los docentes afirman destinar un porcentaje similar a la escritura y al habla, pero no tanto a la escucha. Además, creen que los estudiantes experimentan una mayor satisfacción cuando realizan actividades relacionadas con la competencia oral. En conclusión, aunque los resultados son positivos y se está avanzando en el desarrollo del código oral, aún queda margen de mejora para lograr la plena equiparación con el escrito.
Abstract: Writing and reading have long been considered to be the two most important skills that pupils must master perfectly. For this reason, written competence has been the protagonist in education, while oral communication via listening and speaking has traditionally remained in the background. However, most criticisms of this prevalence have not been based on empirical studies but on simple verifications that are old and have not been applied to Spain. Given the lack of data and the importance of oral communication nowadays, the aim of this study is to determine the current weight of oral skills in primary education. For this purpose, 433 teachers answered an online questionnaire to determine the importance of each skill, the work dedicated to each, the activities to develop them, and the students’ perceptions. The results indicated that, although most teachers believe that the way in which oral competencies are taught has changed, these skills should have still greater importance. In fact, they consider that the content included in the school curriculum is insufficient. Teachers claim to devote similar percentages of time to writing and speaking, but not so much to listening. In addition, they consider that students experience greater satisfaction when carrying out activities related to oral skills. In conclusion, although the results are positive and some progress is being made in developing oral communication, there is still room for improvement to achieve full equivalence with the written word.
Abstract: Writing and reading have long been considered to be the two most important skills that pupils must master perfectly. For this reason, written competence has been the protagonist in education, while oral communication via listening and speaking has traditionally remained in the background. However, most criticisms of this prevalence have not been based on empirical studies but on simple verifications that are old and have not been applied to Spain. Given the lack of data and the importance of oral communication nowadays, the aim of this study is to determine the current weight of oral skills in primary education. For this purpose, 433 teachers answered an online questionnaire to determine the importance of each skill, the work dedicated to each, the activities to develop them, and the students’ perceptions. The results indicated that, although most teachers believe that the way in which oral competencies are taught has changed, these skills should have still greater importance. In fact, they consider that the content included in the school curriculum is insufficient. Teachers claim to devote similar percentages of time to writing and speaking, but not so much to listening. In addition, they consider that students experience greater satisfaction when carrying out activities related to oral skills. In conclusion, although the results are positive and some progress is being made in developing oral communication, there is still room for improvement to achieve full equivalence with the written word.