TOPIC

The writing as a representation of the ideas of learners from the middle school.

INTRODUCTION

In this work, my desire is that you as a teacher, understand and know the main troubles or
challengers in the middle school, specially, of the 3rd grade, to express and represent their ideas
about any topic, even if those ideas are simples. I'd like to colaborate for the youngs
communicate their guesses, feelings, desires and ideas with the writing.

ANALISYS

I took as a reference the final document “La enseñanza – aprendizaje de las habilidades
comunicativas” (Román Jiménez Osorio, 2008) about of the significative writing and the
importance to create ideas to every text in English language. I'll work an action – research like
an activity started in groups or communities to change their problems and situation.

I think that every writing o reading begins since the basic knowledge and each person has
communicative skills because the individual has developed a level of communication according
to their cultural background. In addition, a creative writing to defend and capture the meaning
that the middle school student understands of various types of information.

Accessing students' ideas involves

a complex process, with different procedures
from different perspectives and with different objectives.
On the one hand, clinical interview techniques
and written questionnaires are available to reveal the knowledge in the action of the students,
through the interpretation and /or prediction of phenomenon (Osborne 1980, Osborne y Gilbert
1980, Novick y Nussbaum 1978 y 1981).

COMPARE WITH

Some authors have dealt with the ideas of the

students about electric current. Osborne (1985)
establishes the existence of various models on the
mode in which the current flows through a circuit formed
by a battery and a light bulb, in pupils including
between 10 and 17 years: unipolar, of found currents,
atteration of attenuation the current along the circuit and
scientist. Shipstone (1984, 1985) studies the views
of middle school on the current
electric in circuits consisting of several elements,
These works show that a high
percentage of students in all courses, consider
that the brightness of a series of bulbs located
consecutively decreases throughout the circuit
, and that a resistance it's only able to
affect the brightness of a light bulb when it's interspersed
in front of it This type of reasoning, according to the

which current behaves as if

measure advancing through the circuit, has also been

observed by Closset (1983) and is called

(sequential reasoning) to be considered when considering the circuit

as a succession of elements arranged sequentially, without hindrity, rather than as a system in

which its elements are in
mutual interaction. Solomon (1985) investigates the view of first and
high school students (1 1-12, 13-14 years) on electricity, using a questionnaire with three
questions: what
electricity is,, what does electricity look like?, and
where is there Electricity? The results show that in both groups there is a common trunk of
social knowledge, with a very small variation in interpretations, not appreciating a significant
advance in the conceptions of the older group. In
our country, there is little research carried out
in this area, the few work done in this area
seem to have identified the same deficiencies as in
students from other countries.
 RESEARCH

The article proposes a theoretical-instrumental discussion of the beliefs about the teaching and
learning of second languages students bring with them to teacher education programs. The
discussion will be rooted in the analysis of a corpus represented by a discourse series made up
of questionnaires administered in the opening class of TLTL. The questionnaire collects some
general information about the students´ previous education, and guides them to narrate
memorable learning experiences with the intention of bringing to light their beliefs about
teaching and learning and generating self-reflection on which to construct their learning. It will
also represent a springboard to reconsider future teaching proposals in the domain of learning
and teaching languages in Teacher Education Programs. The analysis of the questionnaires will
be oriented by an interpretative, narrative perspective, and enriched by the contributions of
discourse analysis (Fairclough, 2001), and the theoretical-conceptual framework of Systemic
Functional Linguistics (Halliday & Matthiessen, 2004).

CONCLUTION

Generally speaking, the concepts to be learned in the foreign language discipline that
are explicit to students are given in the introduction of each unit in their books; for
example, 'likes and preferences'. These concepts should obviously not be new
for them; on the contrary, they are part of their daily life in Spanish, they should
understand what 'salute', 'presentation' or 'description' means. However, the
complexity of the new language to learn does not lie in its concepts. I think there are
concepts that, although they are constantly using them, they don't even know how they handle
in their own language, and even sometimes they don't use them properly.