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Curriculum guidelines

Trabajos Trabajosos Spanish

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It is the result of a research by teachers of basic and higher education around the country
- It looks to make the curriculum pertinent, effective and significant for learning
- contains basic ideas to support teachers of L2 in its definitions of the curriculum development inside the institutional educational projects
  - Collects the most recent hypothesis of appropriation of foreign languages
  - point possible highways to select basic concepts and fundamental approaches for the development of foreign languages
1. Contextualization
- Colombian context
  - Needs
    - Redefinion of human development
    - A new emphasis about scientific and technologic knowledge in formal education
    - To promote intelligent productivity, creativity, economical growing, educational quality and socio-political welfare.
  - Requires
    - High percentage of Colombians mastering a foreign language
      - To support cultural models to promote respect for cultural diversity
        A new perception of the world
        To produce an intercultural communication
      - To have massive access to scientific and technological advances
  - Objectives
    - To overcome language barriers
      - The possibility of affirming the identity, sense of belonging
      - Learn to understand others, their psychology, way of being, thinking and feeling
      - To achieve a full social and cultural integration
      - To develop communicative abilities
        To interact and to have the same recognition as creators and sources of messages
2. Elements and approaches of the foreign languages curriculum
- 2.1 Second language learning
  - The individual that does not master different languages is in many cases almost illiterate
    - General Law of Education
      - To promote knowledge of a foreign language since primary school
        Favour acquisition processes
  - The axes of the teaching-learning foreign languages are
    - Interlingual processes
      - Stages
        Silence period
        Only separate words
        Pre-syntactic stage
        attempt to build phrases
        Syntactic period
        past, interrogative a negative forms, prepositions and articles, appears
        Comprehensible input
        Natural expression activities
        important for the spontaneous and significant expression
        necessary to create situations with sense and close to the student
        Formal production activities
        to practice mechanically or not shapes and structures of the language
    - intercultural processes
      - Factors
        Internal
        build for the knowledge and appropriation of the speaker in his mother tongue, culture and expectative in front of other cultures and languages
        External
        build for the interactions between languages and cultures
- 2.2 The communicative competence in foreign languages
  - Being capable to use a foreign language to communicate with speakers who have a different language and to understated oral and write texts
  - Components
    - Language competence
      - knowledge used in communication trough language
    - Strategic competence and psychophysiological mechanism
      - mental capacities and physic mechanisms to achieve knowledge in the communicative use of language
- 2.3 Learning strategies
  - Specific procedures used by the students to develop certain learning processes
  - Contribute to achieve the communicative competence
    - Direct strategies
      - of memory, cognitive, of compensation
    - Indirect strategies
      - metacognitive, affective, social
2. Elements and approches of the foreign languages curriculum
- 2.6 StandardS
  - Students must know
    - Language
      - Culture
        To comunicate
        Sociolinguistic
        Tone of voice, volume, speed, visual contact and gesture
        Semantics
        To understand intercultural aspects
        Pragmatic
        Language use in a real context
      - Grammar and vocabulary
- Fields
  - Communication
    - students have to create
      - Strategyes for
        Read, listen, speak, writte and understand cultures
  - Culture
  - Connections
    - Other subjects
  - Comparaison
  - Community
- 2.7 Conceptions and curricular model
  - Thesis
    - Communication in the classroom and propriety of knowledge
      - Acquisition of a foreign language
        Sociocultural process
        Language development
        Academic development
        Cognitive dedvelopment
        Sistematic development in foreign language curriculum
        Method
        Approach
        Language nature and its learning
        Procedures
        Teaching techniques and practices
        Taeching system
        Educational interaction
        Social context
        Learning process
        Student is the center of education
        Teacher as intermediary
        Architectural built in personal development
        Cognitive development in students
        Competences and behaviors
        Be able to and abilities
        Transcurrilcular work
        Teach some subjects in others languages
        Interpersonal relationship
        Learning tool
        Model
        Choose the topics
        Specify the rol of each person in the classroom
- - 2.5 The evaluation process
    - 1. Formulation of expected achievements
    - 2. Design of a plan or program
    - 3. Assessment based on indicators of achievement
    - 4. Evaluation is finally based on the achievements.
- 2.4.2 Methodological recommendations in foreign langugage teaching
  - Active and interactive methodology
    - Playful component
  - Interesting and meaningful activities centered on the student
    - Necessities
    - Interests
  - Activities that allow the potential development of each student
    - Cognitive and linguistic development
    - Teacher as a guiding
  - Methodologies that integrate previous knowledge with new ones
    - coherence between contents
    - Self-reflection in terms of learning from students
  - Flexible methodologies
    - learning without extremely rigidity
  - Methodologies with a high cultural content
    - Familiarity
    - Understanding
    - Respect
    - Appreciation
  - Methodologies that value affective factors
    - affective atmosphere
      - High motivation levels
- 2.4.3 Characteristics and principles of some methodologies
  - Communicative approach
    - Contextualized contents
    - Real situations of communication
    - Authentic materials
    - Emphasis is placed language fluency
  - Natural approach
    - Phases of linguistic development
      - Comprehension (Preproduction)
      - Early Speech Production
      - Speech Emergence
  - Total physical response
    - listening comprehension
    - vocabulary acquisition
    - Oral practice
  - Project-based learning
    - Contextualization, meaning and purpose of tasks and projects
    - Cooperation
    - Autonomy and responsability
  - Whole language approach.
    - Autonomy
    - Self-confidence
    - Self-steem
    - Security
    - Literature plays a key role in language learning.
- 2.4.1 Teaching-learning principles
  - Take risks in the management of the language.
  - Recognition of language and culture as a unit.
  - Encourage self-confidence in students.
  - Take risks in the management of the language.
4.N ew Technologies in the Foreign Language Curriculum
- 4. 1 New World Order
  - Education is a priority for globalization
    - knowledge has become the main production force in recent decades
    - It is expected that educational services open roads
      - New professions
      - Alternative trades
  - Technological transformations have a big impact on knowledge
    - The use of technical resources in the classroom does not entail, by itself, a curricular change
    - Circulation
    - Access
    - Implications in education
      - ICT represent an opportunity to redefine the pedagogical principles of school education.
      - Curriculm with objectives who aimed at modernization and globalization
      - Contextualization
        National
        International
        today world
  - Technological capacities for learning in the information age
    - set of practices that entails changes in the way of learning
    - Multimedia literacy
      - Reading
      - Writing
      - In new forms that require multifaceted skills
        Semiotics Iconography visual reading
        For example
        Hypertexts: electronic text (encyclopedias on CD-ROM, web documents)
        that allows
        multiple ways to read a text
        learning to learn
        self-direction
        social interactions
  - Learning environments
    - They allow the construction of knowledge
      - with activities closer to the real world
        involve group work.
  - Computer uses
    - It has several uses, but many of those are isolated from reality
      - provides virtual meeting places
        for example
        simulators
        offer rich opportunities for learning and practicing the foreign language
        students are exposed to a contact with users
      - extension of human receptivity.
      - Directs and determines the flow of information and modes of interaction
        Control student interaction
    - cannot replace libraries, people, or experiences
    - The computer allows
      - acquisition
      - organization
      - storage
  - Learning in technological environments
    - The student is usually interpassive
      - The learning of foreign languages must be given in a meaningful context for them so it can be useful for the construction of his knowledge
    - Taxonomy of learning strategies in languages.
      - Social, compensation and paralinguistic strategies
        interpersonal, inter or intratextual and interactional aspects of the use of language.
      - Paralinguistic strategies
        refer to a cultural fact. Some students use gestures, expressions and intonation as creative strategies in communication
  - VIDEO TELEVISION
    - In the area of foreign languages, the video has had a fundamental didactic use.
      - provides abundant formulas and narrative solutions
        It represents an alternative, an innovation for the proposed curriculum that the teacher does.
    - Television: Didactic Uses
      - It is necessary that the teacher has knowledge of the program, its contents and structure to set objectives.
        used in
        formal education
        non-formal education
3. Continuing Education of the Foreign Language Teacher
- Professional knowledge covers two dimensions: the knowledge received and the experimental knowledge.
  - Programs must promote changes for professional development.
    - Reflective model (Zeichner, 1983)
      - gives importance to both the experience and the scientific basis
        critical questioning
        requires
        • Time provision • Vast experience • Attitudes and abilities
        Reflection can lead clarification, skills development and problem solution
    - Inquiry model about curriculum (PahI and Monson, 1993)
      - answer to
        What should be learned? How should it be learned? How should be evaluated that has been learned?
      - This model to support teachers as curriculum builders
      - Individual decisions (strategies, themes, materials)
        The collective decisions (institution, expected achievement)
  - teacher must have the following characteristics
    - Professional Identity
      - Professional and cultural identity
        Awareness of its power of social transformation
        Competence in
        • Language use • Context knowledge • Communicative competences. • Reflection
    - Self-assessment of professional competence: seek improvement
      - Evaluation as a strategy who guides teachers and help them develop skills to interpret and understand their teaching.
        Frank performance review
    - Research practice
      - promotion and guidance to develop of classroom projects
    - Innovative skills
      - • build knowledge that is evaluated in light of learning experiences.
        • design and development of projects in the foreign language through research
        • use methodological or technical strategies for successful learning in the context
    - Integrationist attitude in areas of IEP
      - • Contributions to the curriculum coherent with the institution
        • Proposals that take into account that foreign languages in the reality of the school context

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Description: Mind Map on Curriculum guidelines, created by Trabajos Trabajosos on 28/03/2018.
Created by: Trabajos Trabajosos
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Curriculum guidelines

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