The chilean national writing plan: rationale, actions, and preliminary results

• Autores: Soledad Concha, María Jesús Espinosa
• Localización: Development of writing skills in children in diverse cultural contexts: contributions to teaching and learning / coord. por Alina Galvao Spinillo, Carmen Sotomayor, 2023, ISBN 9783031292859, págs. 353-372
• Idioma: inglés
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• Resumen

  • Policy actions were implemented to promote writing motivation among Chilean students and teachers. Three evidence-based assumptions supported this actions (a) that students who have a positive attitude and strong self-efficacy beliefs about themselves as writers devote more attention and effort to writing, thus positively affecting performance, (b) that teachers and writing education experiences influence students’ motivation to write, and (c) that teachers with positive attitudes and beliefs about themselves as writers feel more confident and devote more time to writing instruction. Throughout the country, students from 1st to 12th grades received free writing journals with prompts representing diverse writing purposes. Teachers received general guidelines for implementing writing communities. Additionally, 40 teachers participated from a pilot study experience of free writing workshops with renowned writers. Results from a study in four schools show that students across grades significantly improved their motivation to write; that motivation was related to the possibility of writing about personal topics, expressing feelings, and reflecting about life; that writing communities were welcoming, free, and diverse; and that teachers adapted the general guidelines to their contexts. Teachers who participated in the workshops reported that the experience fostered their own motivation to write and modeled free writing methodologies they could transfer to their classrooms.