Strategies that teachers of english might use with gifted children in an EFL classroom environment at elementary school level
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Fecha
2015
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente estudio se propuso analizar la efectividad que algunas estrategias pedagógicas
pueden ejercer sobre la conducta de un estudiante superdotado y su efecto sobre el
ambiente de aprendizaje en la clase de inglés como lengua extranjera en el nivel básico.
Para ello el participante superdotado realizó las actividades de una secuencia instruccional
diseñada para este propósito en el marco metodológico de la investigación-acción. El
mencionado diseño consideró las propuestas de los expertos en el área de la educación de
superdotados en su variante de ambiente de clase heterogénea y se basó en la información
reunida previamente para este propósito. El diseño instruccional cubrió 7 sesiones con un
total de 12 intervenciones. Los resultados del estudio mostraron una efectividad variable
para las estrategias monitor-mentor y de enriquecimiento vertical y horizontal.
Adicionalmente, los resultados mostraron una estrecha relación entre la efectividad de las
estrategias, la personalidad del sujeto superdotado y los factores ambientales. Finalmente,
los investigadores recomiendan el uso de estrategias contextualizadas para la educación de
superdotados y sugieren futuras investigaciones.
This study aimed at analyzing the effectiveness that some teaching strategies may have on a gifted student's behavior and its effects on the learning environment in an EFL classroom environment at elementary school level. To this end, the gifted participant performs activities of an instructional sequence designed for this purpose into the action research methodological framework. The aforementioned design considered proposals from scholars in the field of gifted education, in its heterogeneous classroom environment variant, and was based on the information previously collected for this purpose. The instructional design covered 7 sessions with a total of 12 interventions. Study results showed variable effectiveness for mentor-monitor strategies and horizontal and vertical enrichment. Additionally, results indicate a close relationship between effectiveness of strategies, gifted personality traits and environmental factors. Finally, the researchers recommend the use of contextualized strategies for educating gifted students and suggest future researches.
This study aimed at analyzing the effectiveness that some teaching strategies may have on a gifted student's behavior and its effects on the learning environment in an EFL classroom environment at elementary school level. To this end, the gifted participant performs activities of an instructional sequence designed for this purpose into the action research methodological framework. The aforementioned design considered proposals from scholars in the field of gifted education, in its heterogeneous classroom environment variant, and was based on the information previously collected for this purpose. The instructional design covered 7 sessions with a total of 12 interventions. Study results showed variable effectiveness for mentor-monitor strategies and horizontal and vertical enrichment. Additionally, results indicate a close relationship between effectiveness of strategies, gifted personality traits and environmental factors. Finally, the researchers recommend the use of contextualized strategies for educating gifted students and suggest future researches.
Notas
Tesis (Pedagogía en Inglés)
Palabras clave
Inglés, Enseñanza Básica, Hablantes Extranjeros, Estrategias de Aprendizaje, Educación de Niños Superdotados