Effective Pedagogical Practices in the Teaching of Language and Literature
Alternatives to Address Low Academic Performance
DOI:
https://doi.org/10.59343/yuyay.v5i2.130Keywords:
didactics of language, reading comprehension, creative writing, pedagogical innovation, low academic performanceAbstract
This review article analyzes the principal pedagogical practices applied in the teaching of Language and Literature for basic-education students with low academic performance. Drawing on indexed literature in Scopus, DOAJ, CLASE, and Google Scholar from 2015 to 2025, it identifies innovative approaches that contrast with traditional methodologies centered on grammatical memorization and the mechanical analysis of texts. The evidence shows that strategies such as dialogic reading, reciprocal teaching, literature circles, guided creative writing, and the integration of digital technologies enhance reading comprehension, written production, and students’ intrinsic motivation. The review also recognizes the importance of incorporating socio-emotional dimensions into the teaching process, given that low-performing students often accumulate negative experiences that condition their performance. The findings indicate that there is no single sufficient pedagogical practice; effectiveness emerges from the flexible combination of methods within integrated instructional ecosystems. The article underscores the need to rethink assessment systems and to strengthen teacher education, in order to promote meaningful, inclusive, and sustainable learning in the field of Language and Literature.
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