PEDAGOGICAL PRINCIPLES AND GUIDELINES

PEDAGOGICAL PRINCIPLES AND GUIDELINES

1. 1. WHAT IS THE STATE OF ENGLISH TEACHING AND LEARNING IN COLOMBIA?

   • TOWARDS A BILINGUAL COLOMBIA
     • The Programa Nacional de Bilingüismo 2004 - 2019 (GNP) was initially introduced by the MEN as a longterm strategy
   • BILINGUAL POLICY (SPANISH - ENGLISH) IN THE COLOMBIAN CONTEXT
     • to classify students by levels: A1, A2, B1
   • TEACHING TOOLS FOR TRANSITION AND PRIMARY
     • Proposals
       • Learn English with Bunny Bonita, English For Colombia (ECO), English, Please!, Basic Learning Rights (DBAs)

2. 2. WHAT REALITY DOES THIS CURRICULAR PROPOSAL CONSIDER FOR THE TEACHING OF ENGLISH IN TRANSITION AND PRIMARY?

   • LEGAL FRAMEWORK
   • CHARACTERISTICS OF CHILDREN BETWEEN THE AGES OF 5 AND 12
   • TEACHERS’ CHALLENGES
     • Ensure comprehensive education, use of strategies, enhance self-learning
   • FACTORS TO CONSIDER FOR THE IMPLEMENTATION OF THE SUGGESTED ENGLISH CURRICULUM FOR TRANSITION AND PRIMARY SCHOOLS IN COLOMBIA
     • Educational processes to improve their language levels,
     • Implementation of Strategies
     • Allocation of didactic and audiovisual resources

3. 3. WHAT ARE THE CURRICULUM PROPOSAL PRINCIPLES FOR TRANSITION AND PRIMARY?

   • WHY IS AN ENGLISH CURRICULUM NECESSARY FOR TRANSITION AND PRIMARY?
     • the goal is to create curriculums to accompany the work of teachers
   • WHAT ARE THE PURPOSES OF THE CURRICULUM PROPOSAL?
   • WHAT IS UNDERSTOOD BY CURRICULUM IN THIS PROPOSAL?
   • WHAT WAS THE ADOPTED CURRICULUM APPROACH FOR THIS PROPOSAL?
   • WHAT ARE THE CURRICULUM THEMES THAT SUPPORT THIS PROPOSAL FOR ENGLISH TEACHING AND LEARNING IN TRANSITION AND PRIMARY?
   • WHAT ARE THE CHARACTERISTICS OF THE SUGGESTED ENGLISH CURRICULUM FOR TRANSITION AND PRIMARY?

4. 4. WHAT CONCEPTIONS UNDERLIE THE REFERENCE FRAMEWORK FOR THE SUGGESTED ENGLISH CURRICULUM FOR TRANSITION AND PRIMARY?

   • WHAT IS THE VISION OF EDUCATION IN THIS PROPOSAL?
     • Process of participation and appropriation of culture by children
   • WHAT IS THE VISION OF LEARNING IN THIS PROPOSAL?
     • learning through children's interacting
   • WHAT COMPETENCES ARE AIMED AT THROUGH THIS CURRICULUM PROPOSAL?
     • communicative and intercultural competences
   • HOW DO LANGUAGE SKILLS DEVELOP IN THE SUGGESTED ENGLISH CURRICULUM FOR TRANSITION AND PRIMARY?
     • Pre-stage : your prior knowledge is activated
     • during stage: activities that activate linguistic aspects
     • after stage : they reflect and discuss their skills and learn to exercise them

5. 5. WHAT METHODOLOGICAL PRINCIPLES GUIDE THE SUGGESTED ENGLISH CURRICULUM FOR TRANSITION AND PRIMARY?

   • TASK-BASED LEARNING
     • Pre-task: introduction to the subject and the task
     • Task cycle: work individually or groups and propose new ideas
     • Post-task: socialization of tasks and comparison of results
   • PROJECT-BASED LEARNING
     • Seeks to stimulate students' learning through research
   • OTHER CONSIDERATIONS
     • Interdisciplinarity
   • HOW ARE THE ARTICULATION AND PROGRESSION OF METHODOLOGICAL PRINCIPLES EVIDENCED IN THE SUGGESTED CURRICULUM STRUCTURE?
     • A sequential and gradual implementation structure is proposed from first, second and third grade tasks and then carry out learning projects in fourth and fifth grade

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