TEACHING STRATEGY TO IMPROVE THE ORAL LANGUAGE OF FOURTH GRADE STUDENTS

Abstract

This study addresses the development of oral language in fourth-grade students at the "Cruz del Norte" Educational Unit. The students' difficulties stem from limited vocabulary, pronunciation problems, morphosyntactic errors, and low communicative participation, all associated with insufficient linguistic stimulation and a weak relationship between school and family. The objective was to design a didactic strategy aimed at improving oral language skills. The research employed a mixed-methods approach, with a descriptive scope and a case study design. Techniques included classroom observation, interviews with teachers and parents, and a diagnostic assessment of phonetic-phonological, lexical-semantic, morphosyntactic, and pragmatic dimensions. The results revealed difficulties in all dimensions of oral language, notably articulation problems, a limited vocabulary, inadequate sentence construction, and limitations in communicative interaction. Contextual factors such as a lack of reading habits at home also contributed to the problem. In conclusion, a teaching strategy based on playful, narrative, and collaborative activities was designed, validated by specialists, and considered relevant and viable for strengthening students' communicative competence.