{"id":60467,"date":"2021-11-30T01:42:22","date_gmt":"2021-11-30T06:42:22","guid":{"rendered":"https:\/\/world.edu\/?p=60467"},"modified":"2021-11-30T01:46:40","modified_gmt":"2021-11-30T06:46:40","slug":"en-plan-university-students-and-expression-beyond-280-characters","status":"publish","type":"post","link":"https:\/\/world.edu\/en-plan-university-students-and-expression-beyond-280-characters\/","title":{"rendered":"‘En plan\u2026’: University students and expression beyond 280 characters"},"content":{"rendered":"

\"\"
\nLet the teacher raise his hand who, after asking one of his students for an explanation of a problem or an argument in an oral presentation in class, has not ever heard this answer:
\n“In plan … I just don’t know how to explain it …”<\/em><\/p>\n

The current educational system has a gap when it comes to the communicative competence of students.\u00a0They enter university without a clear command of their\u00a0own language<\/a>\u00a0, and that despite the fact that written expression, reading comprehension and expression are present in the criteria and objectives of many subjects – not only those called letters. oral.<\/p>\n

In fact, in the regulations, the first competence of the\u00a0curriculum<\/a>\u00a0in Secondary Education and Baccalaureate is \u201clinguistics\u201d.\u00a0Future doctors, future lawyers or future architects must know how to communicate their ideas.<\/p>\n

The influence of Twitter<\/strong><\/h4>\n

You can count a lot in 280 characters, Twitter’s new measure.\u00a0No one expects deep reflection on them, although there may be.\u00a0The problem is believing that this way of expressing oneself should be transferred to other environments and that anything goes equally on the networks, on a blog or in any digital environment.<\/p>\n

This becomes an inconvenience when it is shown that students do not know how to handle a page to answer an exam question that requires a\u00a0broad\u00a0explanation<\/a>\u00a0.\u00a0Although it cannot be generalized and there are students who do it according to their educational level.\u00a0Not everything is bad or good;\u00a0there are intermediate states in the influence of the use of screens and the loss of linguistic awareness and communicative competence.<\/p>\n

But\u00a0the students<\/a>\u00a0of the current educational system recognize that they do not know how to express themselves either orally or in writing fluently and that this hinders their communication beyond a screen.<\/p>\n

Develop language awareness<\/strong><\/h4>\n

Language is the expression of thought and its social dimension should make us reflect on its importance.\u00a0In fact, it is the point to take into account when approaching the study of language as a subject in students.<\/p>\n

It is not the first time that this field has been studied and researched.\u00a0However, there is more information on the improvement of linguistic competence in the teaching of foreign languages \u200b\u200bthan in the native one.\u00a0It would be a mistake to assume that we have mastered it simply because it is our mother tongue and that we have learned it organically.\u00a0Students have linguistic ability but do not develop\u00a0language awareness<\/a>\u00a0.<\/p>\n

As teachers we must awaken that awareness, ensuring that curiosity and creativity when using the language emerge, since these mechanisms will directly affect the correct use of the language and the reason for its structures and elements.<\/p>\n

Read the “instruction manual”<\/strong><\/h4>\n

Working with the tongue is like facing a microwave.\u00a0The device comes with instructions that we never read because we think we know how to use it.\u00a0And of course we use it, but we underuse it, since surely there are many functions that we could benefit from and that we did not even know it had.<\/p>\n

This is how linguistic competence is: from the basic level, when we express ourselves in our childhood, to a more elaborate one in a university stage.\u00a0Between them, various stages are traversed that should correspond to the different educational stages.<\/p>\n

Communicating is more than talking<\/strong><\/h4>\n

The arrival at the university allows us to face an academic reality that needs to measure our oral and written discourse.\u00a0That reality collides with the truth.\u00a0If we measure it with the existing scales in the learning of foreign languages \u200b\u200baccording to the\u00a0European framework<\/a>\u00a0, would our students also have the B1 or B2 required in English in Spanish?\u00a0Understanding \u2013reading and listening comprehension\u2013, speaking \u2013expression and oral interaction\u2013 and writing are the three general descriptors on which these levels are based.<\/p>\n

All educational programs defend the learning of other languages \u200b\u200bin the first years of schooling since the learning capacity is greater at those ages.\u00a0If the linguistic competence and its oral and written expressions in the mother tongue were more dealt with in the last years of Primary Education, we would be preparing the ground for it to take hold in secondary school at another level:\u00a0debates<\/a>\u00a0, preparation of newspapers,\u00a0magazines<\/a>\u00a0or programs radio,\u00a0contests<\/a>\u00a0, etc.\u00a0Initiatives that exist and work but are not global and should be.<\/p>\n

Sometimes knowing how to present something can be more important than the presentation itself: hence the importance of language and its role in verbal and non-verbal communication.<\/p>\n

Teachers of language or of any subject must teach that language is the essential function of the mind and that everything is expressed in a learned language.\u00a0Linguistic structures prepare us to understand and assimilate the structures of reality.\u00a0Our intelligence, our\u00a0memory<\/a>\u00a0are what allow us to assimilate, produce and reproduce messages.<\/p>\n

And, without messages, without counting our characters, you know, we do not exist.<\/p>\n

Author Bio: <\/strong>Inmaculada Sanz Mateos is Associate Professor. Department of Spanish Language at the University of Valladolid<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Let the teacher raise his hand who, after asking one of his students for an explanation of a problem or an argument in an oral presentation in class, has not ever heard this answer: “In plan … I just don’t know how to explain it …” The current educational system has a gap when it […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[428306],"coauthors":[11733],"class_list":["post-60467","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-linguistic-competence"],"acf":[],"yoast_head":"\n'En plan\u2026': University students and expression beyond 280 characters - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/en-plan-university-students-and-expression-beyond-280-characters\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"'En plan\u2026': University students and expression beyond 280 characters - 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