Enhancing seventh graders’ writing skills through iconographic meme-situated activities
Hernández Herrera, Carlos Andrés
Montaño Moreno, Johana - asesor
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This proposal started as a qualitative action research project focused on analyzing how writing skills on seventh graders might have been enhanced using iconographic meme activities as a situated practice at Prado Veraniego School. Nonetheless, this project changed into a didactic and pedagogical proposal as the original project could not be applied due to the COVID-19 pandemic situation. A diagnosis, held before the isolation phase of the pandemic, provided information about the deficiencies of students in terms of their English level, showing that they had writing problems due to the lack of lexicon to describe what they saw in their lives and tools to correctly express their real-life environment. Based on the data collected, a pedagogical proposal composed of a set of lesson plans was designed under the principles of literacy as a situated practice with the main objective to improve students’ English writing skills with the use of a different tool for learning, as it is iconography.
Universidad Pedagógica Nacional
Licenciatura en Español e Inglés