Learner to learner (LTL) unit review. A teaching strategy designed to improve competencies of Chilean pedagogy students majoring in teaching of english as a foreign language.
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Fecha
2013
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
RESUMEN: Este es un estudio exploratorio de una estrategia de enseñanza basada en una tarea denominada “Repaso de Unidades realizada por Estudiantes para Estudiantes” (LTL por su sigla en inglés), diseñada para la carrera de Pedagogía en Inglés como Lengua Extranjera, de la Universidad Andrés Bello, Viña del Mar, Chile. Para llevar a cabo la estrategia, el curso de Lengua Inglesa se organiza en grupos, a los cuales se les asigna el repaso de una unidad de enseñanza, por lo tanto, al final de cada unidad los estudiantes asumen un rol docente, y repasan los contenidos para sus compañeros de curso, donde el profesor asume un rol de alumno aventajado que solo sirve de apoyo al grupo que asume el rol docente. Se analizan teorías que apoyan estrategias similares de enseñanza como la “Micro-enseñanza” y “Lernen durch Lehren” (LdL por su sigla en alemán: “Aprender enseñando”). Además se analizan conceptos de meta-cognición en la reconstrucción de la información, y de enseñanza basada en competencias para apoyar la efectividad de la tarea como una estrategia para facilitar el aprendizaje de Inglés como Lengua Extranjera. Tanto profesores como la mayoría de los alumnos han percibido que la implementación experimental de esta estrategia, en un período de tres años, ha tenido resultados positivos en el mejoramiento de sus competencias, incluyendo el aprendizaje del idioma inglés como lengua extranjera y el desarrollo de habilidades para la enseñanza.
ABSTRACT: This is an exploratory study of a teaching strategy based on a task denominated “Learner-to-Learner (LTL) Unit Review” designed for a Pedagogy Major in “Teaching of English as a Foreign Language”, at Universidad Andres Bello, Viña del Mar, Chile. To carry out the task each English Language course is organized into groups. Each of them is assigned the review of a teaching unit. Therefore, at the end of each unit the learners assume the role of teachers and review unit contents for their classmates. The professor assumes the role of a more advanced student who serves only as support to the acting teachers. Theories sustaining similar teaching strategies, such as “Microteaching” and “Lernen durch Lehren” (LdL: German for “Learning by Teaching”) are discussed. Also, the concepts of meta-cognition in the reconstruction of information, and competence based teaching are analyzed to support the effectiveness of the task as a strategy to facilitate EFL learning. A survey was conducted during the experimental implementation of this strategy which has taken place within a two year period. As a result, the task has been perceived by teachers and learners themselves to have had positive outcomes in the improvement of their competencies, involving EFL learning, and development of teaching skills.
ABSTRACT: This is an exploratory study of a teaching strategy based on a task denominated “Learner-to-Learner (LTL) Unit Review” designed for a Pedagogy Major in “Teaching of English as a Foreign Language”, at Universidad Andres Bello, Viña del Mar, Chile. To carry out the task each English Language course is organized into groups. Each of them is assigned the review of a teaching unit. Therefore, at the end of each unit the learners assume the role of teachers and review unit contents for their classmates. The professor assumes the role of a more advanced student who serves only as support to the acting teachers. Theories sustaining similar teaching strategies, such as “Microteaching” and “Lernen durch Lehren” (LdL: German for “Learning by Teaching”) are discussed. Also, the concepts of meta-cognition in the reconstruction of information, and competence based teaching are analyzed to support the effectiveness of the task as a strategy to facilitate EFL learning. A survey was conducted during the experimental implementation of this strategy which has taken place within a two year period. As a result, the task has been perceived by teachers and learners themselves to have had positive outcomes in the improvement of their competencies, involving EFL learning, and development of teaching skills.
Notas
Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Aprendizaje Activo -- Metodología., Educación Basada en Competencias.