SUA Primera entrega Pedagogía del Error (Agosto 16-Septiembre 6)
La serie de documentos que veremos en los siguientes meses, tienen como objetivo fundamental fortalecer las bases metodológicas y de procedimientos dentro del salón de clase.
Es importante reconocer que el espacio áulico, como elemento de desarrollo de habilidades, debe ser explotado con soltura y seguridad, de forma que el alumno alcance el nivel óptimo de desempeño lingüístico y las facultades comunicativas suficientes para satisfacer sus inquietudes personales acerca de la lengua extranjera, pero además sus necesidades académicas y profesionales.
El tiempo que le deberá dedicar a cada lectura depende de cada participante. La labor fundamental de cada uno de ellos, será reflexionar de manera tácita y expresa, a través de las actividades de aprendizaje.
En un esfuerzo conjunto entre profesores y autoridades académicas, se busca la unificación de criterios metodológicos para consolidar el estilo en FLT.
Esta antología electrónica consiste en una sección de orientación lingüistica, llamada THE IDIOM CORNER, que tiene como principal objetivo actualizar y refrescar nuestros conocimientos del EFL.
La otra sección, EDUCATIONAL TECHNOLOGY, es de ensayo y reflexión acerca de las aristas que conforman nuestro quehacer cotidiano como TFL .___________________________________________
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The Idiom Corner
down in the dumps = depressed
keep sb in the dark = to keep sb unaware of sth
not be all it / he/ she / you, etc is cracked up to be = to be not as good as people say
catch sb’s eye = to get sb’s attention
right up one’s street = within one’s range of interests / knowledge
take things easy= to relax
off the beaten track= isolated and quiet
come down to earth with a bump = to stop dreaming and start thinking practically
get away from it all = to take a break from work or problems
the crack of dawn = very early in the morning
get away from it all = to take a break from work or problems
run-of-the-mill = ordinary and unexciting
as brown as a berry = very suntanned
round-the-clock = all day and all night
one's best bet = the most appropriate choice
over the moon = extremely pleased
get into the swing of sth = to become accustomed to sth and start enjoying it.
steer clear (of sb/sth) = to avoid (sb/sth)
let one's hair down = to relax and enjoy oneself
a new leases of life = a return of energy or enthusiasm.
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EDUCATIONAL TECHNOLOGY
Definition of the Communicative Approach to Language Teaching
Communicative Approach (grew out of the work of anthropological linguists, e.g., Hymes, 1972) and Firthian linguists (e.g., Halliday, 1973), who view language first and foremost as a system for communication).
It is assumed that the goal of language teaching is learner ability to communicate in the target language.
It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures.
Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in situations where one person has information that the other(s) lack.
Students often engage in role-play or dramatization to adjust their use of the target language to different social contexts.
Classroom materials and activities are often authentic to reflect real-life situations and demands.
Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and perhaps also writing.
The teacher's role is primarily to facilitate communication and only secondarily to correct errors.
The teacher should be able to use the target language fluently and appropriately
Description of the courses in three levels
Basic Level
The first is to facilitate the non-English speaking student to develop enough proficiency to communicate in real life situations.
The second is to build upon the basic foundation of linguistic skills developed in first grade and to generate over all fluency and proficiency in the four basic skills. Verb conjugation and grammar are fully developed at this level. Students will also be exposed to many real life situations utilizing a functional approach to language instruction.
Fluency and linguistic proficiency in all areas of language learning will be developed with the goal of mastery during the final level of the English language program. Students are provided with a wide variety of functional situations as well as the opportunity to participate in many everyday topics to stimulate the learner to participate in English for communication.
Intermediate
An integrated four-skills approach, prepares intermediate students to use English in real-life situations by emphasizing oral communication and by developing the other basic language skills. To meet these goals, the program has been designed with the following objectives in mind:
To reinforce and expand the vocabulary base acquired by students in the first two years. Practical, high-frequency vocabulary presented in culturally authentic contexts takes students beyond the basic survival skills acquired in introductory classes and sets the stage for extended discourse.
To review fundamental grammar structures and to foster the mastery of concepts not fully acquired in an introductory course of the first two years of study. The presentation of most structures expands on the morphological and syntactical elements normally presented in beginning English.
To strengthen students' communicative competency by providing ongoing opportunities for oral practice in realistic contexts (debates, role-plays, and problem-solving situations) that lend themselves to more sophisticated discourse strategies, for example circumlocution and paraphrasing.
To broaden students' knowledge of the geography and history of the English world and to increase their familiarity with contemporary English culture and their ability to make cross-cultural comparisons.
To develop students' ability to read and understand authentic texts from the English-speaking world and to articulate their observations, reactions, and opinions.
To develop listening comprehension skills by exposing students to natural language as spoken by native speakers from a variety of English countries in real-life contexts.
To improve writing skills by providing ongoing practice in contexts that reinforce the vocabulary and structures taught in the text
Advanced
This course combines advanced composition in English and beginning literary analysis. The courses includes a selection by a modern author and contains explanations and activities for vocabulary development, comprehension, interpretation, style, translation and free composition. The courses also provide a thorough and systematic review of important grammar topics that pose difficulties and thereby negatively affect the expression of students’ thoughts and ideas when they write in English. Materials are organized to allow for considerable flexibility as to how they are assigned and used.
This course has been designed to consolidate the language skills acquired in introductory-level courses and to build communicative skills and cultural competency, it emphasizes the natural use of practical, high-frequency language for communication, and offers a comprehensive review of the previous grammar structures, while developing students’ reading, writing, speaking, and listening skills and increasing their awareness of English culture.
…
Metodología del Modelo de FLT
EL Modelo de FLT va más allá del aprendizaje de una lengua extranjera: pretende que sus alumnos y egresados la adquieran. Esto implica una motivación a que el alumno adopte un papel activo en su propio aprendizaje, cuyo enfoque es la comunicación.
Los alumnos deben estar motivados a involucrarse en tareas informales y espontáneas, donde la práctica del lenguaje sea natural, es decir que utilicen la lengua extranjera para hacer cosas, más que repetir estructuras mecánicamente.
El Modelo FLT se basa en el Enfoque Comunicativo, ya que este promueve la comunicación efectiva, a través de situaciones significativas.
La clase debe presentarse con temas interesantes y relevantes que motiven la comunicación. Debe integrar intercambio social, solución de problemas y actividades captoras de información con el fin de desarrollar habilidades que permitan el logro tanto de la fluidez, como de la precisión práctica.
Las actividades comunicativas deben permitir la motivación del alumno para expresarse, así como el descubrimiento de las reglas subyacentes a la estructura y a la expresión de una lengua.
El Modelo FLT pretende que el alumno aprenda la lengua extranjera de manera efectiva, en condiciones similares en las que se adquiere la lengua materna, donde el enfoque se centra en el significado y no en la forma.
El modelo incorpora actividades interdisciplinarias que permiten al alumno obtener una formación cultural integral, al tiempo que logran el dominio de la lengua extranjera.
De esta forma, el Modelo FLT pretende establecer un enfoque integrador en donde los alumnos experimenten la lengua como un todo, incorporando de manera interconcurrente la habilidad de comprensión de lectura, producción escrita, producción oral, así como de la comprensión de discursos auténticos y naturales.
El modelo FLT propone incorporar a los alumnos en actividades que integren las cuatro habilidades y promuevan una actitud de incorporación de patrones comunicativos para asegurar el uso genuino del inglés en su propia realidad personal o profesional.
Las características de una clase típica del Modelo FLT son las siguientes:
· Exponer a los alumnos a temas relevantes y de interés que les permitan comprender las estructuras y el vocabulario, pero que además los motiven a aprender
· Exposición continua al lenguaje autentico, ligeramente superior al nivel de dominio del alumno, que les permita marcar metas.
· Actividades que promuevan la comunicación genuina y proyecten las habilidades o funciones adquiridas previamente.
· Dar diversidad de actividades para mantener un nivel de interés.
· La actitud del maestro es vital para facilitar un ambiente de trabajo y un espacio de labor lingüística relajado para eliminar las barreras afectivas que puedan crear miedos y temores por parte del alumno.
Definition of the Communicative Approach to Language Teaching
Communicative Approach (grew out of the work of anthropological linguists, e.g., Hymes, 1972) and Firthian linguists (e.g., Halliday, 1973), who view language first and foremost as a system for communication).
It is assumed that the goal of language teaching is learner ability to communicate in the target language.
It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures.
Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in situations where one person has information that the other(s) lack.
Students often engage in role-play or dramatization to adjust their use of the target language to different social contexts.
Classroom materials and activities are often authentic to reflect real-life situations and demands.
Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and perhaps also writing.
The teacher's role is primarily to facilitate communication and only secondarily to correct errors.
The teacher should be able to use the target language fluently and appropriately
Description of the courses in three levels
Basic Level
The first is to facilitate the non-English speaking student to develop enough proficiency to communicate in real life situations.
The second is to build upon the basic foundation of linguistic skills developed in first grade and to generate over all fluency and proficiency in the four basic skills. Verb conjugation and grammar are fully developed at this level. Students will also be exposed to many real life situations utilizing a functional approach to language instruction.
Fluency and linguistic proficiency in all areas of language learning will be developed with the goal of mastery during the final level of the English language program. Students are provided with a wide variety of functional situations as well as the opportunity to participate in many everyday topics to stimulate the learner to participate in English for communication.
Intermediate
An integrated four-skills approach, prepares intermediate students to use English in real-life situations by emphasizing oral communication and by developing the other basic language skills. To meet these goals, the program has been designed with the following objectives in mind:
To reinforce and expand the vocabulary base acquired by students in the first two years. Practical, high-frequency vocabulary presented in culturally authentic contexts takes students beyond the basic survival skills acquired in introductory classes and sets the stage for extended discourse.
To review fundamental grammar structures and to foster the mastery of concepts not fully acquired in an introductory course of the first two years of study. The presentation of most structures expands on the morphological and syntactical elements normally presented in beginning English.
To strengthen students' communicative competency by providing ongoing opportunities for oral practice in realistic contexts (debates, role-plays, and problem-solving situations) that lend themselves to more sophisticated discourse strategies, for example circumlocution and paraphrasing.
To broaden students' knowledge of the geography and history of the English world and to increase their familiarity with contemporary English culture and their ability to make cross-cultural comparisons.
To develop students' ability to read and understand authentic texts from the English-speaking world and to articulate their observations, reactions, and opinions.
To develop listening comprehension skills by exposing students to natural language as spoken by native speakers from a variety of English countries in real-life contexts.
To improve writing skills by providing ongoing practice in contexts that reinforce the vocabulary and structures taught in the text
Advanced
This course combines advanced composition in English and beginning literary analysis. The courses includes a selection by a modern author and contains explanations and activities for vocabulary development, comprehension, interpretation, style, translation and free composition. The courses also provide a thorough and systematic review of important grammar topics that pose difficulties and thereby negatively affect the expression of students’ thoughts and ideas when they write in English. Materials are organized to allow for considerable flexibility as to how they are assigned and used.
This course has been designed to consolidate the language skills acquired in introductory-level courses and to build communicative skills and cultural competency, it emphasizes the natural use of practical, high-frequency language for communication, and offers a comprehensive review of the previous grammar structures, while developing students’ reading, writing, speaking, and listening skills and increasing their awareness of English culture.
…
Metodología del Modelo de FLT
EL Modelo de FLT va más allá del aprendizaje de una lengua extranjera: pretende que sus alumnos y egresados la adquieran. Esto implica una motivación a que el alumno adopte un papel activo en su propio aprendizaje, cuyo enfoque es la comunicación.
Los alumnos deben estar motivados a involucrarse en tareas informales y espontáneas, donde la práctica del lenguaje sea natural, es decir que utilicen la lengua extranjera para hacer cosas, más que repetir estructuras mecánicamente.
El Modelo FLT se basa en el Enfoque Comunicativo, ya que este promueve la comunicación efectiva, a través de situaciones significativas.
La clase debe presentarse con temas interesantes y relevantes que motiven la comunicación. Debe integrar intercambio social, solución de problemas y actividades captoras de información con el fin de desarrollar habilidades que permitan el logro tanto de la fluidez, como de la precisión práctica.
Las actividades comunicativas deben permitir la motivación del alumno para expresarse, así como el descubrimiento de las reglas subyacentes a la estructura y a la expresión de una lengua.
El Modelo FLT pretende que el alumno aprenda la lengua extranjera de manera efectiva, en condiciones similares en las que se adquiere la lengua materna, donde el enfoque se centra en el significado y no en la forma.
El modelo incorpora actividades interdisciplinarias que permiten al alumno obtener una formación cultural integral, al tiempo que logran el dominio de la lengua extranjera.
De esta forma, el Modelo FLT pretende establecer un enfoque integrador en donde los alumnos experimenten la lengua como un todo, incorporando de manera interconcurrente la habilidad de comprensión de lectura, producción escrita, producción oral, así como de la comprensión de discursos auténticos y naturales.
El modelo FLT propone incorporar a los alumnos en actividades que integren las cuatro habilidades y promuevan una actitud de incorporación de patrones comunicativos para asegurar el uso genuino del inglés en su propia realidad personal o profesional.
Las características de una clase típica del Modelo FLT son las siguientes:
· Exponer a los alumnos a temas relevantes y de interés que les permitan comprender las estructuras y el vocabulario, pero que además los motiven a aprender
· Exposición continua al lenguaje autentico, ligeramente superior al nivel de dominio del alumno, que les permita marcar metas.
· Actividades que promuevan la comunicación genuina y proyecten las habilidades o funciones adquiridas previamente.
· Dar diversidad de actividades para mantener un nivel de interés.
· La actitud del maestro es vital para facilitar un ambiente de trabajo y un espacio de labor lingüística relajado para eliminar las barreras afectivas que puedan crear miedos y temores por parte del alumno.
Learning activities:::
Compañeros:
1. Diseñe un Plan de Clase donde trate de incluir los elementos mencionados en esta sesión y relacionelos con la detección, correción y prevención de errores.
2. Escriba una reflexión acerca de la forma en la que el enfoque comunicativo podría considerar a la producción de errores.
3. Realice la primera lectura de la antología sobre Pedagogía del Error que podrá encontrar en la Coordinación de la LICEL y haga un glosario de conceptos fundamentales.
Envíe su trabajo al e mail gr.rodrigueza@gmail.com .
Antes de octubre 6 de 2007
Sincerely yours, GREG
posted by Greg at
5:50 AM
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4 Comments
