On the didactic of oral and written production implemented in Secondary Level Classrooms

Abstract

The purpose of this paper is to review some considerations related to the didactics of teaching speaking and writing of Spanish as L1, emphasizing its implementation in high-school classrooms. Results presented in the article “Didactics of speaking and writing in high school” (Burgos, 1976) on the first issue of Estudios Pedagógicos are updated. The results obtained by Burgos regarding the didactics of formal oral speech and writing are complemented and discussed and considered still as of absolute validity. Classroom education requires an analysis and a reformulation of its didactics incorporating the discursive abilities from a gender approach which leads to understanding writing and speaking as deconstruction stages of gender qualities, of guided and individual production and of review.