Prácticas en la clase de idiomas aplicadas por profesores nativos en un aula plurilingüe de primaria

##plugins.themes.bootstrap3.article.main##

Andres Mateo Montejo Rodriguez https://orcid.org/0000-0001-6995-1136
Karen Daniela Fino Ortiz https://orcid.org/0000-0001-9108-1392
Astrid Ramírez Valencia

Keywords

Primaria, Proceso de aprendizaje, Aprendizaje significativo, Multilingüismo, Maestros nativos, Efectividad del maestro

Resumen

La necesidad de aprender un idioma extranjero en un mundo globalizado se ha convertido en una habilidad esencial, al punto de que el inglés no es suficiente, sino se requieren otras lenguas extranjeras. Colombia ha estado reformando su plan de estudios para lograr estas habilidades en idiomas extranjeros. Aunque hay planes de estudio sugeridos para el inglés, la falta de metodologías concretas para la enseñanza del chino ha llevado a prácticas de enseñanza fallidas. Este caso exploratorio observará la clase de mandarín de primer grado en una institución privada colombiana cuyos maestros son nativos y no nativos. Existen obstáculos en el desempeño de la maestra nativa quien enseña mandarín a través del inglés y carece de un puente comunicativo al no hablar español, carecer de conocimiento de la cultura colombiana, y de estrategias para el curso. Esta investigación analizará las fortalezas y debilidades del desarrollo de la clase realizado por profesores nativos de mandarín y las implicaciones y efectos que esas prácticas tienen en los procesos de aprendizaje de los estudiantes de primer grado.

Descargas

Los datos de descargas todavía no están disponibles.
Abstract 51 | PDF Downloads 38

Citas

Abdullah, A. (2000). Cultural Barriers of Language Teaching: A case study of Classroom Cultural Obstacles, Computer Assisted Language Learning. doi:10.1076/0958-8221(200007)13:3;1-3;FT281

Atallah Maram (2020) Vocabulary Learning Strategies of EFL Undergraduate Students at AlBalqa Applied University in Jordan.International Forum of Teaching and Studies.

Ausubel, D. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51,267-272.

Beckett, G., & Zhao, J. (In press). Deweyan student-centered pedagogy and Confucian epistemology: dilemmatic pragmatism and neo-patriotism? In C. P. Springer.

Bourdieu, P. (1977). Outline of a Theory of Practice. En P. Bourdieu, Outline of a Theory of Practice. Cambridge: Cambridge University Press.

Chai, C. S., Wong, L. H., & King, R. B. (2016). Surveying and Modeling Students' Motivation and Learning Strategies for Mobile-Assisted Seamless Chinese Language Learning. Educational Technology & Society, 19(3), p170-180.

Chen, Z., & Yeung, A. S. (2015). Self-efficacy in Teaching Chinese as a Foreign Language in Australia. Australian Journal of Teacher Education, 40(8).

ChmelynskI, C. (2006). Teaching Chinese as tomorrow's language. School board news. Education Digest: Essential Readings Condensed for Quick Review, 71(6), 59-63.

Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative data. Prentice Hall: Upper Saddle River, NJ.

Creswell, J. (2007). Qualitative Inquiry Research Design: Choosing Among five Approaches. Thousand Oaks, California 91320: Sage Publications.

Dolgunsoz, E. (2013). Benefits of plurilingualism in foreign language learning: a comparative study of bilingual and multilingual grammar strategies. International Online Journal of Education and Teaching. International Online Journal of Education and Teaching, 1(1).

Dunn, A. H. (2011). Global village versus culture shock: The recruitment and preparation of international teachers for U.S. urban schools. Urban Education, 46, 1379-1410.

E.B. Pirie, S. (1996). Classroom Video-Recording: When, Why, and How Does it Offer a Valuable Data Source for Qualitative Research? The Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 3-11.

Eisenberg, Z., Garcez, A., & Duarte, R. (2010). Production and analysis of video recordings in qualitative research. Pontifical Catholic University of Rio de Janeiro, 249-260. From: https://www.scielo.br/pdf/ep/v37n2/en_v37n2a03.pdf

Ellis Ormrod, J. (2019). Using Student and Teacher Artifacts as Case Studies in Educational Psychology. Taylor & Francis, Ltd, 213-217.

Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Learning in doing: Social, cognitive, and computational perspectives. Perspectives on activity theory (p. 19–38). Cambridge University Press. https://doi.org/10.1017/CBO9780511812774.003

Guo, D. (2016). A study of English service learning under the theory of second language acquisition. Proceedings of the fifth northeast Asia international symposium, 683.

Gürel, E., & Tat, M. (2017). SWOT ANALYSIS: A THEORETICAL REVIEW. The Journal of International Social Research, 994-1006.

Horwitz, E. K. (2005). Classroom management for teachers of Japanese and other foreign languages. Foreign Language Annals, 38, 56-64.

Houwer, A.D. (1999). Two or More Languages in Early Childhood: Some General Points and Practical Recommendations. ERIC Digest. Available from: https://www.researchgate.net/publication/255657399_Two_or_More_Languages_in_Early_Childhood_Some_General_Points_and_Practical_Recommendations.

Hung, B. (2019). Meaningful learning and its implications for language education in Vietnam. Journal of Language and Education, 5(1), 98-102.
Irasema, P., Lengeling, M. M., Zenil, B. R., Crawford, T., & Goodwin, D. (2011). Students and teachers' reasons for using the first language within the foreign language classroom (French and English) in Central Mexico/Razones de alumnos y maestros sobre el uso de la primera lengua en el salon de lenguas extranjeras (frances e inglés) en el centro de Mexico. Revista PROFILE: Issues in Teachers' Professional Development, 13(2), 113+

Jakobovits, L. A. (1970). Foreign Language Learning: A Psycholinguistic Analysis of the Issues. In L. A. Jakobovits, Foreign Language Learning: A Psycholinguistic Analysis of the Issues (p. 336). Michigan: Newbury House.

Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe.
Kvale, D. (1996). Interviews. London: SAGE Publications.

Language Policy Unit, (2001). Common European Framework of Reference for Languages (CEFRL). Strasbourg, Frances: European Commission. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Lee, N. (2004). TO BE OR NOT TO BE. THE VARIABLE USE OF THE VERB BE IN THE INTERLANGUAGE OF HONG KONG CHINESE CHILDREN. Journals Sage, 211-228. From: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.1177/003368820403500208

Loeb, S., Morris, P., Dynarski, S., Reardon, S., McFarland, D., & Reber, S. (2017). Descriptive analysis in education: A guide for researchers. IES NCEE, 0-53.

López, C. (2010). Moral responsibility and confidence as factors that influence teacher involvement in educational change. PROFILE Issues in Teachers' Professional Development, 12(1), 63-78. Meaningful verbal material. Journal of Educational Psychology, 51,267-272.

Melo-Pfeifer, S., & Helmchen, C. (Eds.). (2018). Plurilingual literacy practices at school and in teacher education. Bern, Switzerland: Peter Lang D. Retrieved Aug 7, 2020, from https://www.peterlang.com/view/title/63594

Ministerio de Educación Nacional. (2005). www.mineducacion.gov.co. Retrieved from http://www.mineducacion.gov.co/1621/article-97495.html.

Ministerio de Educación Nacional. (2005). Colombia Bilingüe. Retrieved from Al tablero 37: http://www.mineducacion.gov.co/1621/article-97495.html.

Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional .
Ministerio de Educación Nacional. (n.d.). Colombia Bilingüe.

Nelson, J. S. (2016). First and Second language acquisition of recursive operations: two studies. Doctoral dissertations, 784.

Postholm May (2013) Classroom Management: what does research tell us? European Educational Research Journal. From: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.2304/eerj.2013.12.3.389

Presidencia de la república de Colombia. (22 de 07 de 2019). Presidencia de la república. Obtenido de Presidencia de la repulbica: https://id.presidencia.gov.co/Paginas/prensa/2019/190722-Gobierno-Nacional-suscribira-Republica-China-15-instrumentos-cooperacion-desarrollo-politica-exterior-proactiva.aspx

Radhika, V. (2017). Importance of communication in Language Learning. International Journal of English Language, Literature and Humanities, 127-131.

Shen, H. H., & Xu, W. (2015). Active Learning: Qualitative Inquiries Into Vocabulary Instruction in Chinese L2 Classrooms. Foreign Language Annals, 48(1), 82-99.

Susan, S. E. (1996). Classroom Video-Recording: When, Why, and How Does It Offer a Valuable Dara Source for Qualitative Research? Plus postage, 120-143.

Wang, H. (19 de Noviembre de 2015). The Interlanguage Speech Intelligibility Benefit as Bias Toward Native-Language Phonology. Obtenido de Journals Sage: https://journals-sagepub-com.bdigital.udistrital.edu.co/doi/pdf/10.1177/2041669515613661

Wright, W. E., Boun, S., & García, O. (Eds.). (2015). The Handbook of Bilingual and Multilingual Education. Wiley Blackwell.

Yao, J., & Han, J. (2013). Bilingual beginning Mandarin teachers' classroom English in Sydney schools: linguistic implications for teacher education. The Asia-Pacific Education Researcher, 22(2), 127-136.

Yin K, R. (2014). Library of Congress Cataloging-in-Publication Data. California: Sage publications.

Zhao, J. (2016). Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective. Retrieved from OhioLINK Electronic Theses and Dissertations Center: https://etd.ohiolink.edu/