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This study poses the low scientific usage of oral and written language in classrooms of higher education through evidence shown by students in their work and direct answers to questions. It reflects upon a possible turn toward a language that does not contribute to analysis and reflexive observation and that, therefore, deviates from the model that has been used to date.
SubjectsWorking paradigms; Professor/student communication; Oral skills; Writing skills; Imagination and modernity; Academic language and science; Evidence in the kind of language
- Artículos Científicos 
- Articulos Científicos Ec. Gen.