Correcciones en lengua: modos de intervención docente en los textos escritos por los alumnos

Abstract

This article is part of the doctoral research on teachers´ corrections of texts written by their students of Spanish L1 in the final years of high school and the first year of college in Bariloche, Argentina. Within the socio-discursive interactionism framework, we inquire how teachers correct written texts in subjects such as language, literature and related studies. The analysis of correction methods is based on differentiating three teachers´ intervention approaches: statements, marks and amendments, as educational interventions superimposed over students´ texts. In the first part, each of these categories is characterized. In the second part, it is described how teacher and student voices interact following Voloshinov’s concept of the "foreign word" (1929).