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Lexical knowledge and lexiculture as elements of curricular integration : experiences in pre-service teachers training context
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Abstract(s)
In recent decades, there have been various endeavours in Europe and the United States to rejuvenate
curricular development practices, aiming to reinstate didactic-curricular integration as a methodological
approach to explicit lexical teaching. The genesis of the curricular integration concept we adopt stems
from a phenomenological understanding of this issue and technical-didactic approaches to vocabulary
teaching and learning within initial teacher education contexts.
Building upon the multidimensional relationship between curricular integration and lexical knowledge
architecture, we explore how different conceptions of curricular integration, applicable to students in
initial teacher education, manifest during supervised teaching practice in primary education.
Approaching this from a technical-didactic standpoint, we delineate the key domains shaped by the
interface of Curricular Integration and Lexical Knowledge Architecture at this educational stage. Here,
the transversal nature and explicit dimension of word teaching are pivotal for declarative knowledge,
encompassing phonetic form, graphic and orthographic representation, inflectional paradigms, meaning
in context, word class, and usage restrictions.
Our research, grounded in Design-Based Research (DBR) principles, aims methodologically and
investigative to cultivate processes and cycles of didactic action within initial teacher education. We
focus on producing and implementing integrated curricular units that feature didactic-curricular
integration, specifically targeting explicit vocabulary teaching. Our goal is to scrutinize and comprehend
the connections between explicit vocabulary teaching, reading practices, and learning success across
various curricular domains. The primary investigative objective is to propose and test integrated practical
interventions for explicit vocabulary teaching, viable within supervised teaching practice settings.
The specific cycles of DBR experimentation seek to operationalize and demonstrate the efficacy of
technical-didactic development in approaches to explicit vocabulary teaching processes. We view this
as a crucial integrating element, bringing prospective teachers closer to developing lexical awareness
and promoting inclusive education and integrated academic success. This entails deep immersion in
the linguistic and cultural contexts of the school communities they engage with.
Through our research experiences, we have unveiled a direct impact relationship among these three
realms, underscoring the technical-didactic importance of considering two key aspects related to explicit
vocabulary teaching in early schooling:
• The criteria for selecting vocabulary for explicit teaching, alongside reading and writing practices,
considering semantic features and shared cultural significance of chosen words.
• The methodological approach process, emphasizing, from a didactic perspective, fundamental
knowledge of phonetic form, semantic and categorial selection properties, syntactic category,
meaning, and selection constraints.
Description
Keywords
Lexical knowledge architecture Lexical awareness Lexicultura Primary Teachers Training
Pedagogical Context
Citation
Pais, António Pereira (2024).Lexical knowledge and lexiculture as elements of curricular integration : experiences in pre-service teachers training contex. Edulearn24. 8970-8978. DOI : 10.21125/edulearn.2024.2164
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IATED