📚Foreign Language Acquisition and Learning course

📚Foreign Language Acquisition and Learning course

1. Characteristics of the course and the particularities of the pedagogical and educational practice process.

   • Syllabus of the course
     • Course Description
       • -The course Foreign Language Acquisition and Learning is a methodological course (theoretical practical), which is part of the path of the practical component of Licenciatura en Lenguas Extranjeras con Énfasis en Inglés.
       • -It's phase of Participant observation.
       • -It's developed concerning a specific object of study, whose characteristic is the person who observes.
       • -It's collects the information in the natural environment of the object observed.
       • -Becoming a participatory method of collecting data that involves interaction with the phenomena and/or events observed.
     • For this course, students must develop 32 hours of practice and 20 of them IN SITU in an educational institution.
       • Hours, activities and time distribution of practice
         • Phase 2 –Participant -Observation Practice
           • 8 hours (Participant Observation Practice) 2 hours (Material Development) 3 hours (ESAPEC).
             • 13 hours
         • Phase 3 – Participant -Observation Practice
           • 8 hours (Participant Observation Practice) 2 hours (Material Development).
             • 10 hours
         • Phase 4 – Participant -Observation Practice
           • 3 hours for ESAPEC 3 hours for E-portfolio 3 hours for Simulated Scenario
             • 9 hours
   • The course learning purpose
     • Establish spaces for the appropriation of the foreign language teaching process in participant observation practice in different learning environments, through practical activities carried out for the students.
   • Learning Outcomes
     • Learning Outcome 1
       • Review the characteristics of the course and the particularities of the pedagogical and educational practice process.
     • Learning Outcome 2
       • Examine the factors that influence the process of foreign language acquisition and learning methodically and in detail within the pedagogical practice scenarios.
     • Learning Outcome 3
       • Compare the main theories on foreign language acquisition within the context of the pedagogical practice scenario.
     • Learning Outcome 4
       • Evaluate teaching strategies used within the classroom based on the student's learning characteristics.
     • Learning Outcome 5
       • Set up a proposal related to the new assessment approaches in the classroom environment.
   • The Learning Strategy for the course
     • It's based on: Scenario-based learning uses interactive scenarios to support active learning strategies such as problem-based or case-based learning.
       • Scenario-based learning is based on the principles of situated learning theory (Lave & Wenger, 1991).
   • Course Contents, Organization and course agenda.
     • Unit 1: Foreign Language Acquisition, from the theory to the practice. Individual activities.
       • Initial moment: Phase 1 - Recognition Activity.
         • Intermediate moment: Phase 2 - Participant - Observation Practice.
     • Unit 2: Learning trends in Foreign Language. Individual activities.
       • Intermediate moment: Phase 3 - Participant - Observation Practice.
         • Intermediate moment: Phase 4 - Participant - Observation Practice.
           • Final moment: Phase 5 - Final Activity.

2. Acuerdo reglamento de Practicas Pedagógicas y Educativas

   • This is an agreement format in which the rights and duties of the student-teacher are considered.
     • These are exposed through chapters and articles.
       • Chapter 1: Definición y Propósito
         • Art. 1 Definición
           • Defines the guidelines established by the school or programs. set of rules.
         • Art. 2 Propósito
           • Establish the conditions and regularities at the time of carrying out the pedagogical practices.
       • Chapter 2: Generalidades y Definiciones
         • Art. 3 Componente Practico
           • Groups pedagogical and didactic strategies, planned and organized.
         • Art. 4 Practica Pedagógica y Educativa
           • Student-to-teacher training strategy.
         • Art. 5 Naturaleza y oferta de los cursos del componente practico
           • It's the pedagogical route and practical courses.
         • Art. 6 Docente en Formación
           • This article focuses on student training and academic activities for the teaching profession.
         • Art. 7 Ruta de Practica Pedagógica y Educativa
           • Curriculum where the student begins his educational research process.
       • Chapter 3: Aspectos Curriculares de la Ruta Formativa de Practica Pedagógica y Educativa
         • Art. 8 Prerrequisitos
           • Program documents that should be mandatory for pedagogical practices.
         • Art. 9 Matricula de los cursos
           • The practice courses established in the curriculum must be respected.
         • Art. 10 De los Cursos de la Ruta Formativa de Practica Pedagógica y Formativa
           • Practice courses are offered in periods of 16 weeks under the criteria of the program.
         • Art. 11 Homologaciones de Cursos Practicos
           • The school will determine for specific reasons the homologation of practical courses.
         • Art. 12
           • The teaching work experience will not be taken into account in the homologation studies in the pedagogical practice. Students must complete the courses.
         • Art. 13
           • To complete the course, the activities must be carried out compulsorily.
       • Chapter 4: Principios de Actuación del Docente en la Formación de la Practica Pedagógica Educativa
         • Art. 14 Principios de Actuación de la Practica Pedagógica
           • 1. Integralidad de la practica pedagógica docente.
             • Ethical, moral, physical and psychological behavior.
           • 2. Dialogicidad entre los actores educativos
             • Assertive and communicative relationship between the teacher and the student.
           • 3. Promoción de protectores
             • Take care of children and adolescents.
           • 4. Respeto por las diferencias
             • Respect races, ideas and diversity in the community.
           • 5. Excelencia en el servicio
             • The intern must be aware of the responsibility he has, therefore, he must show his professional quality.
       • Chapter 5: Definición de la Red Académica de Practicas Pedagógicas y Educativas
         • Art. 15
           • 1. Líder Nacional del Programa.
             • 2. Equipo Nacional y Zonal de las Practicas.
               • 3. Directores de Curso.
                 • 4. Docente de Acompañamiento de Practica.
                   • 5. Red de Curso.
       • Chapter 6: Seminario Pre practica
         • Art. 16 Asignación de Escenarios de las Practicas.
         • Art. 17 Seminario Pre Practica.
       • Chapter 7: Seguimiento y Evaluación de las Practicas
         • Art. 18 Evaluación del Aprendizaje.
         • Art. 19 Evaluación de la Practica.
         • Art. 20 Causas de la Reprobación de las Practicas
           • 1. Change of scenery 2. Omit the rules and conditions. 3. Failure to comply with the activities. 4. Misbehavior on the practice stage.
       • Chapter 8: Deberes y Derechos del Docente en Formación
         • Art. 21 Deberes
           • You're entitled to 18 duties.
         • Art. 22 Derechos
           • You're entitled to 8 rights.
       • Chapter 9: Certificación de la Practica
         • Art. 23
           • The teacher in training will be certified if he complies with all the previous articles.
         • Art. 24
           • The regime approves the course.

3. Lineamientos para el desarrollo de la Practica Pedagógica y Educativa

   • Referentes Normativos
     • 1994
       • General Law of Education Law 115 that regulates basic and secondary education and Law 30 that regulates higher education.
     • 2008
       • In 2008 Law 1188 generates the reform of quality criteria for higher education programs. document that guided the reflection and analysis on teacher training.
     • 2010
       • In 2010 Decree 1295 of the Ministry of National Education - MEN repeals the previous resolutions and regulates the qualified registration that deals with the law 1188 of 2008.
     • 2015
       • In 2015 Decree 2450 regulates the quality conditions for the granting and renewal of the qualified registration of the academic programs of degree and focused on education and adds Decree 1075 of 2015.
     • 2016
       • Through Resolution 2041 establishes the specific quality characteristics of the programs of Bachelor's degree to obtain, renew or modify the qualified registration, regulations that are subsequently repealed by resolution 18583 of 2017.
     • 2019
       • Through Decree 1330 replaces Chapter 2 and deletes Chapter 7 of Title 3 of Part 5 of the Book 2 of Decree 1075 of 2015 -Only Regulatory of the Education Sector, in that Decree, establishing the new Quality criteria for obtaining Registration Qualification of higher education academic programs and Resolution 21795.
     • 2020
       • In this scenario, educational and pedagogical practice is recognized as a training process that involves mastery of knowledge and allows the development of skills.
   • Principios de Actuación
     • 1. Integralidad de la práctica pedagógica docente.
     • 2. Dialogicidad entre los actores educativos.
     • 3. Promoción de entornos protectores para niños, niñas y adolescentes.
     • 4. Respeto por las diferencias.
     • 5. Excelencia en el servicio.
   • Programas de Licenciatura en ECEDU
     • Licenciatura en Pedagogía Infantil
     • Licenciatura en Etnoeducación
     • Licenciatura en Matemáticas
     • Licenciatura en Lenguas Extranjeras con Énfasis en Inglés
     • Licenciatura en Filosofía
   • Definiciones: definitions set forth in the document Acuerdos Reglamentos at Chapter 2
     • Componente Practico
     • Practica Pedagógica y Educativa
     • Reglamento Específico de las PPE
     • Naturaleza y oferta de los cursos practicos
     • Docente en formación
     • Ruta PPE
   • Ruta de Practica pedagógica y Educativa
     • You must have approved a minimum of 40 credits
       • Period 1: -Catedra Unadista. -Introducción a la LILEI.
       • Period 2: -Servicio Social Unadista. -Pensamiento Lógico y Matemático. -Herramientas Digitales para la Gestión del Conocimiento. -Epistemología e Historia de la Pedagogía.
       • Period 3: -Didáctica. -Lengua Materna. -Fundamentos y Generalidades de la Investigación. -Introduction to Linguistics.
   • Seminario de Pre-practica
     • This ECEDU strategy is not a course offered in the process of 28 registration, for which the student must attend the call through the internal campus emails and collaborative forums in the courses.
   • ESAPEC
     • “Strategy of face-to-face accompaniment of the School of Educational Sciences ESAPEC” which consists of a number determined of synchronous accompaniments to groups of student practitioners, in interaction of the teachers the teachers of accompaniment of practice of the ECEDU of each course, as established by the criteria of pedagogical order and didactic of each course and in correspondence with the number of face-to-face hours on the practice stage.
   • Simulador de Practica
     • The development of internship activities pedagogical and educational activities through the Simulator of Pedagogical Practices is mandatory and is an integral part of the evaluation rubric in the corresponding phase within the courses of the PPE training route.

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