La enseñanza del idioma inglés centrada en el alumno y el diseño del programa de estudios: un análisis del plan de estudios e instrucción de ESL a nivel de escuela secundaria en Punjab, Pakistán.
Resumen
El objetivo de este estudio es conocer el enfoque centrado en el alumno en los programas de los cursos de enseñanza del idioma inglés en el nivel secundario en PTB. El studio también explorará el uso de elementos socioculturales en el contenido del curso del libro de novena grado. Para evaluar este enfoque, se adoptaron rúbricas para determiner su grado de centrado en el alumno presentado por Cullen y Harris (2009) y se evaluó si el contenido del curso cumple los criterios requeridos. Se encontró que el enfoque del programa de estudios y los resultados de aprendizaje cumplen con los requisitos de centrado en el alumno, mientras que la función del profesor y los alumnos, la colaboración, los recursos externos y la evaluación no cumplen con los criterios de las rúbricas.
Citas
Allen, J. P. B. (1984). General-purpose language teaching: A variable focus approach. ELT Documents, 118, 61-74.
Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press.
Bell, R. (1983). An Introduction to Applied Linguistics. London: Batsford.
Boylan, M., & Donahue, J. A. (2003). Ethics across the curriculum: A practice-based approach. Lexington Books.
Brown, A.L. (1994). The advancement of learning. Education Research 23: 4–12.
Bruner, J. 1960. The process of education. Cambridge, MA: Harvard University Press.
Cobb, P., and E. Yackel. 1996. Constructivism, emergent and sociocultural perspectives in the context of developmental research. Educational Psychology 31: 175–90.
Cullen, R., & Harris, M. (2009). Assessing learner‐centredness through course syllabi. Assessment & Evaluation in Higher Education, 34(1), 115-125.
Dewey, J. (1929). The quest for certainty: A study of the relation of knowledge and action.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC Heath.
Dewey, J. (1938). An as experience. Education.
Duffy, T., and D. Cunningham. 1996. Constructivism: Implications for the design and delivery of instruction. In Handbook of research on educational communications and technology, ed. D. Jonassen, 170–98. New York: Scholastic.
Gredler, M. 1997. Learning and instruction: Theory into practice. Upper Saddle River, NJ: Prentice Hall.
Hancock, D., Dyk, P. H., & Jones, K. (2012). Adolescent Involvement in Extracurricular Activities: Influences on Leadership Skills. Journal of Leadership Education, 11(1).
Jabeen, F., & Shah, S. K. (2011). The role of culture in ELT: Learners’ attitude towards the teaching of target language culture. European Journal of Social Sciences, 23(4), 604-613.
Kelly, K. (2009). Out of control: The new biology of machines, social systems, and the economic world. Hachette UK.
Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
Krashen, S. (1982). Principles and practice in second language acquisition.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom.
Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. Modelling and assessing second language acquisition, 18, 77-99.
Longman Group for extracts from Challenges: Student's B o o k (1979) by B. Abbs, C. Candlin, C. Edelhoff, T. Moston, and M. Sexton, and S econ d Language Grammar (1987) by W. Rutherford.
Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout inventory (Vol. 21, pp. 3463-3464). Palo Alto, CA: Consulting Psychologists Press.
McDonough, S. (1981). Psychology in Foreign Language Teaching. London: Allen and Unwin.
Mohan, B. (1986). Language and Content. Reading, Mass.: Addison-Wesley.
Nunan, D., Candlin, C. N., & Widdowson, H. G. (1988). Syllabus design (Vol. 55). Oxford: Oxford University Press.
Oksanen, J., Kindt, R., Legendre, P., O’Hara, B., Simpson, G. L., Solymos, P., ... & Wagner, H. (2009). R package version 1.15–3. Community Ecology Package, vegan. http://vegan. r-forge. r-project. org.
Perry, R.P. 1997. Effective teaching in higher education: Research and practice. New York: Agathon.
Prawat, R., and R. Floden. 1994. Philosophical perspectives on constructivist view of learning. Educational Psychologist 29, no. 1: 37–48.
Richards, P., & Platt, J. (1985). Weber. Longman Dictionary of Applied Linguistics, 289.
Simpson, D. J., Almager, I. L., Beerwinkle, A. L., Celebi, D., Ferkel, R. C., Holubik, T. E., ... & Tomlinson, T. A. (2011). Toward a Neo-Deweyan Theory of Curriculum Analysis and Development. Scholar-Practitioner Quarterly, 5(2), 135-167.
van Ek, J. 1975. Threshold Level English. Oxford: Pergamon.
Vygotsky, L. 1978. Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Widdowson, H. G. (1987). Aspects of syllabus design. Language syllabuses: State of the art. Singapore: RELC.
Wilkins, D. (1976): Notional Syllabuses. London: Oxford University Press.
Yalden, J. (1984). Syllabus design in general education: options for ELT.CJ Brumfit, CJ(Ed). General English Syllabus Design, 13-21.
Zull, J. 2002. The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus.
