A critical analysis of an english language teacher education program in Chile the role of curriculum desing in a competency-based educational model
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Archivos
Fecha
2013
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
The present study aims to determine the extent to which the design of a Chilean Second Language Teacher Education (SLTE) program’s language curriculum supports the achievement of an advanced level of English language proficiency at program completion. This language curriculum is competency-based, and underpinned by a technical-rationalist perspective of curriculum. To this end, a content analysis of the syllabi in the language strand of the curriculum was applied in reference to six pre- established categories: 1) presence of objectives, 2) competency descriptions, 3) syllabus design, 4) articulation among courses, 5) balanced inclusion of the four language skills, and 6) articulation towards advanced language proficiency. Data gathered through the content analysis was compared with that collected through four semi-structured interviews with university instructors from within the program. It was also cross-referenced with the Common European Framework of Reference (CEFR) and the British Council-EAQUALS Core Inventory for General English for purposes of determining articulation among courses and towards the pre-established exit goal of advanced language proficiency. The results clearly establish that the language curriculum does not meet the tenets of a competency-based language program, and therefore must be taken into consideration when analyzing the weak results of high- stakes testing conducted in this learning context.
Notas
Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Enseñanza, Inglés, Investigaciones, Profesores de Inglés, Diseño Curricular, Formación Profesional, Chile, Región del Bío-Bío, Concepción