Evolution and progress in using evaluative structures present in the oral narrative productions of children in vulnerable schools

Abstract

The incorporation of key evaluative aspects in narrative discourse relates to the use of terms that involve knowledge of the actions, beliefs, thoughts and feelings, known as the landscape of consciousness. The purpose of this study was to identify the development and progress of key evaluative language in the productions of oral narratives in Kíndergarten, 1st and 2nd year of primary education in six city schools with a high degree of vulnerability of Santiago de Chile. The results do not show an increased use of evaluative keys within increasing levels, but their use tends to be similar for all three levels. The only significant differences were found to be in the use of physical and relational keys, which would increase on first grade, but then would be reduced on second grade.