Aprendre a ensenyar a escriure: un exemplede plantejament de tasques d'escripturaen la formació de docents de llengua

Abstract

Writing is a complex activity. Consequently, the process of teaching and learning written composition, especially in second languages, is also complex. This research provides evidence, on the one hand, of the difficulties that learners face when writing, and, on the other, of the difficulties that teachers have when guiding their students. The challenge is thus to recognize the obstacles that arise during the writing process and to know how to bring out the strategies that are needed to overcome these obstacles. In this context, the paper presents some key ideas about teaching how to write from both a theoretical and a practical points of view, based on the experiences gained when training language teachers. The didactic device that is shown in this paper focuses on creating tasks in order to teach how to write and provides reflections for future teachers in the environment of the didactics of writing. In conclusion, the article argues that teachers and learners share the same goal when it comes to teaching and learning to write, and this assumption is an invitation to rethink the role of both agents in the face of this challenge.

Keywords

• didactics of writing
• language teaching and learning
• l2 writing
• rhetorical situation
• teacher training