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Linguistic elements that hinder proper critical textual construction[1]

Janeth Lasso- Avendaño[2]

Minuto de Dios UNIMINUTO University Corporation - Colombia

Cristian García- Villalba[3]

Minuto de Dios UNIMINUTO University Corporation– Colombia and Institution of Higher Education - ITFIP, Colombia

E-mail: Cristian.garcia.v@uniminuto.edu

Para citar este artículo /To reference this article /Para citar este artigo

Lasso –Avendaño, J. & García -Villalba, C (2020). Elementos lingüísticos que obstaculizan la correcta construcción textual crítica. Revista Electrónica en Educación y Pedagogía, 4(7), 39-53. doi: http://dx.doi.org/10.15658/rev.electron.educ.pedagog20.11040704

Received: january 26 de 2020 /Reviewed: march 4 de 2020/ Accepted: may 14 de 2020

Abstract: One of the main academic problems for both educational institutions and students throughout their academic process, it is the development of critical reading skills that allows to understand, interpret and evaluate a determined topic or situation, and at the same time, it affects the students’ written production. For this reason, the main objective of this article was to analyze the different linguistic obstacles faced by students of second semester of Journalism and Social Communication at Minuto de Dios University (UNIMINUTO), which greatly affects students’ critical writing. Thus, a qualitative methodology and quasi-experimental design was implemented to find out about the students’ academic needs, which must be reinforced since basic and middle education, before entering into tertiary education and then, working environments. It was concluded that even though the students had a good critical reading, they showed poor performance in their writings because their linguistics skills were not adequate enough to transmit a proper message. Therefore, the role of educational institutions is important at the moment of creating pedagogical strategies that ensure a proper training in reading and writing.

Introduction

Reading competence is required in both cognitive and academic strategies to explore the context and the development of thinking skills, specifically at critical and linguistic levels, which allows an individual to recognize and act in a sociocultural and educational level. Thus, the ability to think critically puts into context events that become significant at the moment of interpreting them in written form (Flores, 2016). For this reason, it is possible to explain that in higher education, critical reading and writing is included as a generic competence within the study framework, because students are taught reading and writing from an analytical and argumentative view as a strategy in teaching - learning process to solve academic problems in a real context (Flores, 2016).

To this extent, critical reading as an intrinsic tool that is linked with writing it has become a real problem, both for students and for educational institutions, since there is a lack of knowledge about this issue and this entails multiple consequences that range from leaving school to failing a subject, which in turn delays the students’ educational process at university (Román,2013). In this sense, it is noted that traditional educational systems do not successfully consolidate training processes in students, and this concern leads to think about two aspects: first, the need to recognize the development of critical reading as a determining factor when a student write something. Second, to show the linguistic obstacles at the moment of textual construction, since critical reading allows students to understand, interpret and evaluate a topic or situation, which at the same time substantively enables their written construction.

Therefore, the lack of critical reading skills does not only affect a student’s personal ability regarding writing, but also it could affect their social and academic context, which may arouse concerns and fears. Thus, universities face serious problems regarding students’ basic competencies in writing and reading, hindering teaching-learning process, making it impossible to access knowledge (Carlino,2003). Once the academic process has begun, it is necessary that critical reading becomes a learning strategy, because it offers the chance to see beyond one's own reality, it becomes a significant experience for students when they deconstruct the imposed reality, the concepts and the prevailing ideology in the face of social, political and ideological problems in a determined context, which reflects directly into teaching, strengthening students’ linguistic and writing practice (Peña, 2011).

Literature review

Writing and reading are based on linguistic-cognitive skills, which are essential for understanding and knowledge. When referring to reading, it is important to understand the new meanings that are added to this ability, such as the critical condition, which, based on established critical studies by the theorists of the Frankfurt School (1964), who researched the use of language in relationships and sociocultural contexts, they make evident the ideological conditioning of the discourses at the moment of writing. For this reason, it is important to think about the dialogic relationship between critical reading and writing, when identifying the linguistic obstacles that greatly alter the communicative intention of academic writing.

According to studies regarding critical reading and its incidence in academic writing, it is possible to mention that in some of the studies the former is inconsistent with the latter, which would be thought to be contradictory, since the ability to read translates into better writing ability. However, studies such as those proposed by Páez and Rondón (2014), showed that academic writing is the skill that constructs knowledge of each discipline, while critical reading is associated to the reader’s human formation based on their personal and socio-affective characteristics. In this way, the critical vision contemplated in this research carried out by the authors tries to go against of what is proposed in current education. The purpose is that critical reading deconstructs the hegemonic scenario of traditional education, to change the view of reading as an instrumental vision of academic knowledge, which, "unfortunately, most of the time is disconnected from a social and cultural reality" (p. 23). Under the previous premise, it is important to consider studies that demonstrate the dialogic relationship of critical reading and academic writing, providing that in universities, critical reading must strengthen the students’ writing skill to communicate ideas, thoughts and feelings, to achieve transformations based on their judgments, experiences and knowledge of the world (Rodríguez,2007), in order to open new spaces for social integration that have an impact on the consolidation of inclusive societies.

It is necessary to understand that critical reading in Colombia is a requirement from the Ministry of Education (Decree 1860 of 1994), which is in charge of evaluating the quality of education with the Quality of Higher Education Test called Saber Pro, which consists of generic and specific competences modules. The former must be done by all students without distinction from their area of study, and this differs from the latter; It is precisely in the generic test where critical reading seeks, based on indicators, to know how to read analytically and reflectively. In addition, this test intends to understand the approaches presented in a text, identify the perspectives and value judgments. Moreover, it assesses how information is identified and retrieved in one or more texts to build its overall meaning, establishing relationships between statements and evaluating their intentionality (Páez and Rondón, 2014). Thus, it is necessary to strengthen the cognitive capacities of students' reading process, which directly incorporates skills in writing, which implies student's literacy interaction, conditioned and assumed from personal or academic interpretation.

On the other hand, for several years the Program for International Student Assessment of the Organization for Economic Cooperation and Development (OECD) - PISA, for its acronym in English-, with regard to the reading test, which "aims to measure the students' abilities to find, select, interpret and evaluate information from a wide variety of texts" (OECD, 2016), it has classified Colombia in the group with the most deficiencies in reading. According to the OECD report (2011), students in Colombia obtain 425 points in reading, on average, below the OECD average and the average score in Chile (459 points), comparable to the one of Mexico, and above the average score of Brazil (407 points) and Peru (398 points). In Colombia, according to OECD figures, 43% of students perform poorly in reading and girls outperform boys by an average of 16 points (OECD, 2016). Although private institutions have established some standards in the methodological processes that try to solve this problem, they have not contributed to change this reality. Besides, in public schools the results have not been positive either, this is caused by different socio-economic reasons, in which a positive deviation is difficult to achieve. According to the latest OECD report, students with socioeconomic issues in Colombia are less likely to perform successfully in school than those who have a better life conditions, scientific performance is attributed to differences in the socioeconomic status of students (OECD, 2016).

Therefore, Minuto de Dios University (UNIMINUTO), carries out a whole, national coverage in education to grant access to higher education. UNIMINUTO, along with its regional centers, recognizes and critically understands the realities of the social context, in order to propose different strategies of action in which UNIMINUTO participates and influences social transformation. In addition, it opens the doors to students from lower social strata to access comprehensive and quality education. In this sense, the Social Communication and Journalism program is aimed at young people, who come from different communities and social organizations. Taking into account that studying Social Communication and Journalism is demanding since first semester, the second semester group was taken as the target population. Without any exclusion, it is intended to study the academic integration and diversity with the main objective of analyzing the different linguistic barriers which greatly alter students’ critical communicative intention of their writings.

Theoretical reference

Language studies that are characterized by explaining social, political and ideological problems, are positioned within the critical theoretical perspective, this perspective has its origins in the Frankfurt School from research carried out by theorists such as Max Horkheimer and Theodor Adorno. Critical theory is based on the social conditions found in the rationality of the subject and the character of division of the social totality is highlighted, which in its current form develops the critical attitude in the subjects, until it becomes a conscious contradiction (Horkheimer, 2000). For this reason, understanding the conditioning in a normative matrix makes language studies (writing and reading) move towards social praxis from a split - cohesion between the individual and society, reconfigured by activity human in which the cultural, social and political influence.

With regard to critical reading, it embraces critical research of both discourse and writing, according to Cassany (2003) “the theoretical foundation of this approach is multidisciplinary” (p. 114), while critical reading is inserted within the conceptualization of discourse, pragmatics, sociolinguistics, the ethnography of communication and the theory of enunciation, among others. For the author, the fields of study where the critical condition operates are transdisciplinary and are constituted in analytical frameworks for the critical component to operate from the linguistic-cognitive skills and these are related to both writing and reading. The previous idea allows reading to be established in the fundamental objective of the critical paradigm, and it becomes an instrument to potentiate linguistic skills inside the fixation of verbal activity through the use of graphic signs that represent language, given that the enunciation in which the alphabetic culture operates, it derives from the practices that change the cognitive style and individual and social organization models (Casalmiglia and Tusón, 1999). In this sense, the critical paradigm, regardless of the ability it operates, it seeks to highlight social problems such as power and inequality through discourse or writing.

Starting from a fair update to the concept of critical reading, it is also pertinent to refer to functional literacy to reach critical literacy. In the words of Cassany & Castellà (2011), the concept of literacy leads us to understand the mastery and use of language, receptivity and productivity of the texts articulated to the knowledge and functions of the discursive genres in each socio-cultural context. These concepts must be consistent with the characteristics of the writer-reader, their sociocultural values associated with their social position and identity. For this reason, it is necessary to understand that functional literacy is correlated with literacy, but this literacy should involve something more than understanding how the linguistic system is established and how to use it (Lankshear & Knobel, 2010). Cassany (2006) refers to functional literacy, in which the use of language through reading allows the readers to face their own reality and someone else’s reality, to formulate hypotheses and see beyond a superficial reading. A reading process that allows knowing the author, unraveling his sociocultural and identity context. In a nutshell, functional literacy as the final goal has the ability to enhance the linguistic and writing skills that are presented in a text.

Functional literacy encompasses the understanding of cultural, social, and psycholinguistic aspects. This literacy must go further, in order to contribute to critical understanding, according to Vargas (2015). For this reason, functional literacy (Cassany & Castellà 2011) is linked to the concept of critical literacy, which unites the functional and the critical principles, which encompasses several disciplines such as language teaching in relation to critical reading and comprehension, education in critical thinking and critical pedagogy; and everything that has to do with the sciences of language, the Critical Discourse Analysis (CDA), as a generic reference in the construction of knowledge.

Although critical literacy allows an individual to understand any type of text, through a conscious position which must be developed to reflect and rethink the social, cultural and political conditions in a dominant system, it also allows us to understand the construction of a text, its meaning as any creation, both written and discursive, which goes far beyond the words, since it also includes photos, videos, audios, reproduction virtual, or others (Cassany, 2012), this occurs through interpretation of sociopolitical and cultural contexts that are conditioned by the history and individual’s location (Cassany, 2011). For that reason, WhatsApp, texts from social networks, billboards, videos, among others, which not only condition individual reading and discourse, but also the way in which the written text can be consulted, analyzed. Finally, by remaining unchanged, those writings are considered as individual’s testimony of history and the community (Casalmiglia and Tusón, 1999).

It is necessary to identify the obstacles that prevent the student from reaching the goal of critical reading and, once the text is understood, readers have the freedom to deliver a safe and accurate point of view, overcoming their linguistic difficulties in order to achieve a critical literacy which, according to Vargas (2015), affects the individual's ability to analyze truthfully and rigorously what they are reading and writing. In this manner, it is easier for them to select and filter sources of information, by contrasting sources and approaches that are added to the information given because in the field of social communication and journalism is a primary characteristic that the student must enhance throughout their academic process.

Methodology

The study of writing considers different ways of critical positioning within the text and the university context, in which the qualitative study is predominant, Hernández, Fernández and Baptista (2014) argue that “by focusing on understanding social phenomena, qualitative research allows to explore them from the contextual perspective of the study subjects in their natural context” (p. 358). For this reason, this research work was based on a qualitative approach, seeking to reflect on how poor handling of textual linguistic elements can affect the students' good critical reading performance, as their messages are altered by the wrong use of written construction resources.

The methodology focused on a descriptive study of the studied phenomenon, then, it was explored the student's reception and practice. The design is quasi-experimental, due to the manipulation in the selection of the groups and the variables: lack of preparation for writing, cohesion and coherence, poor handling of punctuation and spelling marks. The target group was 23 students between men and women from second semester of the Social Communication and Journalism program at UNIMINUTO, Girardot Regional Center. The fieldwork was carried out in the classroom for four months, in which the students developed written construction activities as a result of their critical reading, from various contexts such as opinion articles, advertisements, cartoons, music, WhatsApp stickers. The research work was analyzed through observation with the field diary as an instrument to collect information. The guidelines given in each session developed a critical exercise based on each proposed text, continuous or discontinuous. As a result, they would generate a written text that would account for their critical thinking. Prior to work, a survey was applied to verify the critical reading level. The variables studied in written performance were spelling, handling of punctuation marks, lack of preparation for writing, cohesion and coherence.

The methodological design was based on constructivist didactics, a concept that according to Ortiz (2015) is understood as “the generation of knowledge built from the dialectical interaction between teacher and student” (p. 97). For this research, workshops were implemented, those were structured based on the didactic sequence proposed by Dolz and Pasquier (1996) they are explained below:

Phase one: presentation. This phase becomes important as the student becomes aware of the purpose of the activity, addressing to the work goal.

Phase two: initial production. This phase revolves around the prior knowledge that the student has at the beginning of the process, regarding the topic that is going to be treated and analyzed.

Phase three: learning workshops. It becomes the reading phase, a stage in which students come into contact with bibliographic references which allow them to analyze the origin, impact, causes, consequences, elements of the proposed elements among others: YouTube videos, WhatsApp stickers, opinion articles taken from newspapers and cartoons, which allowed them to broaden his knowledge. This information becomes the starting point of this thesis, which is based on the critical textual construction.

Phase four: revision and rewriting of textual constructions by the teacher and the student, recognition of linguistic obstacles.

Phase five: final production activities. Correction.

Results

The graphs of the initial survey based on critical reading ability are shown. Therefore, it was possible to show that the majority of the students (83%), they sometimes managed to understand the message of the reading sent by the author (See Figure 1), which made it possible to understand that there were no difficulties in reading comprehension. This was corroborated when candidates were asked about the ability to recognize the main idea of each paragraph in the text (See Figure 2), 54% of surveyed students said they sometimes managed to make this distinction and 46% always did.

Figure 1. Inferential reading level.

Source: Own authorship.

Figure 2. Main idea recognition.

Source: Own authorship.

Thus, when the students were asked if they were able to explain the reading in depth, half of the respondents (54%) said that they were sometimes able to explain it, compared to (46%) who expressed they were always able to do so (See Figure 3). In this case, it is important to understand that, in many cases, the complexity of the text prevailed at the moment of explaining the reading. These results were important to start the intervention process, since the critical reading capacity of the students became a necessary tool for the second step, which is the written construction.

Figure 3. reading explanation in depth.

Source: Own authorship.

Table 4

Attitudes that show that there is no preparation prior to writing

Source: Own authorship.

Another aspect that influenced good textual construction is the preparation prior to writing, therefore, an analysis was carried out to verify how much preparation the students made before starting their written production process. In this sense, Table 4 showed that 25% of participants understood the topic the writing included. Regarding the thesis or point of view on the subject and that becomes the backbone of the writing, 30% had it clear before starting the writing. 13% stated that they carried out a bibliographic search that allowed structuring the argument of their writing. Regarding the brainstorming raised and required to organize the information, 18% never took it into account. The above percentage went hand in hand at 20% who never selected the ideas or gave them a hierarchical order. 19% did not make a draft of their writing and 17% always made a previous reading of the document prepared.

Discussion

When critical reading becomes part of academic training, regardless of the methodology used, it leads to encountering a number of difficulties that obstruct the student's academic process. In this way, referring to critical reading, there are several aspects to take into account. It is not only the fact of taking a look at the performance of this competence, but the obstacles that students encounter to show the final result in written form. It is clear that reaching a critical reading level, it is necessary to implement a series of exercises go beyond simple word decoding and those exercises need to reach an appropriate reading level. Thus, if they failed in the first phases, the proposed objective would not be achieved and that is why Márquez (2017) affirms that reading comprehension is essential, since it constitutes the gateway to new knowledge, which affects school performance if students lack of reading skills, thus, academic evolution cannot be achieved. In this sense, omissions, wrong stress, incorrect reading punctuation marks in the text, among others, greatly alter good comprehension because, when misusing the codes referenced in the text, the meaning changes. The same happens when someone emits a written judgment regarding the inferenced message. That is, when you write something as a result of critical reading, barriers such as incorrect punctuation marks, misspelling, poor use of connectors, incoherence, among others, directly affects the good communicative intention of the student. In this sense, even if there is critical reading in the students, the disadvantages occur when expressing their thoughts in writing.

Orthography is an evil that affects students’ writings and that also affects semantics, without it, what is read is not understood (RAE, 2010). Likewise, it harms the quality of the education provided by the institutions, hence, misspelling can be treated, even when Echauri (2010) affirms: “spelling mistakes are an omnipresent reality against which teachers feel often powerless and they do not know very well how to act "(p. 26), and although the easiest solution would be a spelling reform as proposed by this same author, while this is happening it is important to delve into the problem and look for short-term solutions. In this regard, there are several reasons that derive this problem. On the one hand, the majority of teachers do not take their own initiative at the moment of requiring correct spelling, on the contrary, they leave the responsibility to those in charge of language. Another relevant aspect is the lack of a daily reading habit. Moreno (as cited in Paredes, 2015) students do not read either for pleasure or obligation, a significant problem that affect spelling and the lack of vocabulary. Daily reading is not only about the writings that students produce through communications given by WhatsApp or social networks, messages loaded with spelling, grammatical, linguistic errors, among others, since, according to Núñez (as cited in Trillos, 2012), current technology has not only changed the economy and politics, but it has also transformed the psychosocial environment. To this extent, the dispute against the amount of time students spent on the Internet, which makes things easier for them, it is lost in advance, since browsing has become a need that leads them to practice it every time and everywhere.

With regard to the wrong use of punctuation marks, it should be noted that this poor integration results in texts with unintelligible content, changing the meaning and having an impact, as stated by Rodríguez and Ridao (2013), on reading comprehension. In this way, students do not use the comma, they do not easily identify when an idea ends to require the use of a period. Sometimes even the full stop in paragraphs is absent. Needless to say, other punctuation marks such as semicolons, quotation marks, the closing of question marks or exclamation marks, which are not used regularly.

Likewise, in this analysis there are shortcomings when it comes to giving cohesion and coherence to the text. It is clear that for a written or verbal text to fulfill its communicative function, it must represent a series of linguistic and paralinguistic signs that shape the message. According to Van Dijk (1978), only the sentence or sequence of sentences that have macrostructure, global textual structure and semantic nature can be called text. This macrostructure comprises the topic, main and secondary ideas, that is, the global semantic content given to the writing. It is also important to bear in mind that before taking a pencil and paper to write, it is necessary to have ready the topic, the main idea, the secondary ideas, selection of the ideas that are coherent with the main idea of the text its categories. Everything mentioned previously was the result of a previous consultation exercise. It is until this moment, after the five previous steps, whomever is going to write, may think that s/he is ready to do it, not before. In the words of Corredor (2010) “plan, organize, write and present a text” (p. 109). Thus, the main problem that currently afflicts the writing process is that it goes from item one: topic selection to item six: redaction of the essay, ignoring the steps that exist between them. However, there are some students who begin to write without even having clear the subject on which they are going to write. This leads to an unquestionably incoherent written construction, the result of a moment of inspiration but which does not have a grammatical, semantic or linguistic structure typical of written texts. generating according to Corredor et al. (2010) "The lack of communication or even worse, the misinterpretation of the message by the reader" (p. 109).

Conclusion

Regarding the objective of this research, it is possible to conclude that students lack the minimum textual linguistic knowledge to face elements of cohesion, coherence, spelling management, use of punctuation marks, etc., and, despite the fact that there is good critical and argumentative intention, at the moment of writing what their mind has discerned through the analysis of a context, they are unable to specify their ideas. That is, they do not have what Cassany (2006) called functional literacy. It can also be evidenced that, to achieve learning objectives, it is not enough to have a previous skill such as critical reading, this performance must be accompanied by the writing skill that complements the comprehension exercise, if writing fails, the reading will have failed as well.

It is inferred that both the critical capacity for reading and writing are previously taught in eleven years which comprises primary, basic and secondary education, which indicates having reached a minimum of literacy, or skills that facilitate learning goals through learning good use of communication tools. The lack of these skills results in depressed, shy, absent and fearful students, so that they do not reach the learning objectives, since reading and writing are basic tools in the academic formation. In addition, there is a concern because higher education institutions see an increase in student desertion, which also generates adversities for society, which increases the number of citizens who are not professionals, causing inequalities and informal employment. On the other hand, teachers feel limited in teaching and are forced to following traditional methods because some subjects are a prerequisite or in some cases students have to study simultaneously with the academic subjects so as not to fall behind in the curriculum.

In this sense, it is very important that student-teachers and those who are in the process of training realize the implications of an inadequate teaching of literacy because teachers should teach for life, not for the moment. In this aspect, it is important to incorporate strategies that provide solutions both in the learning processes prior to university, and through university. This is important to contribute to the academic growth of students. In other words, paying more attention to reading and basic writing are essential tools to achieve critical literacy, which becomes one of the main requirements to study journalism. These strategies should cover longer periods of time, enough for both reading and writing to be strengthened. Likewise, it is essential to generate plans that make students aware of the responsibility required once they decide to pursue a professional career. In this way, it is advisable to seek professional guidance at the moment of choosing a university career or the skills or competencies that students have. It is not a matter of studying to reduce the rate of non-professionals in society, but of being determined, satisfied and happy with the decision, these aspects are the key to overcome the countless academic obstacles that a university student encounters.

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[1] Research article derived from the project: SOMOS research group, endorsed and financed by Minuto de Dios UNIMINUTO University Corporation.

[2] PhD Student in Education, American University of Europe. Professor, Minuto de Dios UNIMINUTO University Corporation. ORCID: https://orcid.org/0000-0002-8542-6232. E-mail: Janeth.lasso@uniminuto.edu, Bogotá, Colombia.

[3] Master in Research in Communication and Public Opinion from the Latin American Faculty of Social Sciences - FLACSO-

Ecuador. Professor Minuto de Dios UNIMINUTO University Corporation / Institution of Higher Education ITFIP. ORCID: https://orcid.org/0000-0002-5135-252X E-mail: cristian.garcia.v@uniminuto.edu, Bogotá, Colombia.

Theoretical reference

Methodology

Table 1

Table 2

Table 3

Table 4

Conclusion