Enseñar a escucharEl audio como recurso didáctico en un CRA de Educación Primaria

Abstract

The development of oral skills in primary education is essential for the formation of thought, participation and the construction of students’ identity (Níkleva and López-García, 2019). According to recentstudies conducted in Spain (Rodero and Rodríguez-de-Dios, 2021), despite the growing recognitionof oral language, its inclusion remains limited compared to the predominance of written language inthe classroom, and listening is the least developed linguistic skill. Oral language is the basis of linguistic and cognitive development, preceding written language. Its teaching requires structured teachingapproaches adapted to the classroom (Monfort and Juárez, 1999). This need becomes an opportunityin contexts such as Rural Grouped Centres (CRA), characterised by a high degree of heterogeneityin terms of age and educational levels, where geographical and organisational conditions favour theadoption of flexible and meaningful methodologies (Arrieta-Cohen et al., 2024). In this sense, audio isconsolidated as a creative and accessible pedagogical resource, in line with the process of educationalaudification (Sánchez-Serrano et al., 2023). This paper presents a proposal for an annual interventionfocused on the use of audio as a pedagogical tool to promote linguistic communication skills, especiallyoral skills. This project is structured into three terms with progressive activities linked to presentation,description, narration, interviewing and argumentation through different formats. The voice, understood as a vehicle for thought and relationship, articulates the interdisciplinary work. In order to test itsapplicability, during the first term a phase of the project was implemented in an accessible pilot samplecomposed of 12 students aged between 6 and 12, reflecting the heterogeneity of a CRA. Improvementswere observed in the clarity of the message, discursive coherence, communicative attitude and motivation towards the task. The recordings served as a tool for evaluation, self-listening and reflection, reinforcing autonomy and confidence. This experience evidences how audio can become a transformativeresource, promoting identity, creativity, oral expression and active involvement of students, especiallyin contexts of high educational diversity.