Teacher preparation from a cognitive, communicative and sociocultural approach to language

Abstract

The application of an approach that brings language teaching closer to the actual use made of it by speakers is an urgent need today. The cognitive, communicative and sociocultural approach is proposed as a response to this aspiration, by revealing the link between cognitive and communicative processes and their dependence on the sociocultural context where these processes take place. The present research aims to find out the level of knowledge that rural teachers have about the use of this approach in their classes in order to achieve greater communicative competence of their students in accordance with the context in which they develop. The guiding principles of this approach and its influence on the integral formation of the child's personality were taken into consideration. Different theoretical, empirical and mathematical methods were used, which allowed determining the inadequacies in terms of the methods and procedures used by teachers in multigrade rural schools to develop oral expression in students. Based on the data obtained, some deficiencies were identified in the training that these teachers receive from the Municipal Education Department, especially regarding the different approaches and principles used in Spanish language classes according to the particularities of multigrade rural schools.