Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers
AbstractThis article aims at sharing the results of a small scale research project focused on guiding non-English speaking teachers of a Colombian bilingual school to perform their tasks in English within a school environment, through the implementation of a learner– centered curriculum based on Eng...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2013
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| Online Access: | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/1937 |
| _version_ | 1801706638931918848 |
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| author | Dueñas Macías, Fredy Alonso |
| author_facet | Dueñas Macías, Fredy Alonso |
| author_sort | Dueñas Macías, Fredy Alonso |
| collection | OJS |
| description | AbstractThis article aims at sharing the results of a small scale research project focused on guiding non-English speaking teachers of a Colombian bilingual school to perform their tasks in English within a school environment, through the implementation of a learner– centered curriculum based on English speaking-oriented workshops. Through theimplementation of this curriculum, it was seemed that the teaching, incorporation and use of some expressions of the English language, such as: greetings and farewells, common classroom expressions,commands and vocabulary, relate d to the specific subjects or topics those teachers teach, in addition to other aspects closely related to those topics, such as pronunciation. This project was conducted at a Colombian bilingual school with a group of 11 teachers in different subjects. Informal conversations with the teachers, interviews, questionnaires and workshops were used to collect the information in this action research study. Findings revealed that through the use of speaking-oriented practice in the workshops, those teachers could reflect on their own foreign language learning process. They became confident and improved their speaking skills. They had the opportunity of working and enhancing their autonomous and cooperative learning skills.Key words: learner-centered curriculum, speaking-oriented workshops, autonomous learning, cooperative learning. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1937 |
| institution | Revista Enletawa Journal |
| language | spa |
| publishDate | 2013 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-19372013-06-05T13:35:24Z Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers Dueñas Macías, Fredy Alonso AbstractThis article aims at sharing the results of a small scale research project focused on guiding non-English speaking teachers of a Colombian bilingual school to perform their tasks in English within a school environment, through the implementation of a learner– centered curriculum based on English speaking-oriented workshops. Through theimplementation of this curriculum, it was seemed that the teaching, incorporation and use of some expressions of the English language, such as: greetings and farewells, common classroom expressions,commands and vocabulary, relate d to the specific subjects or topics those teachers teach, in addition to other aspects closely related to those topics, such as pronunciation. This project was conducted at a Colombian bilingual school with a group of 11 teachers in different subjects. Informal conversations with the teachers, interviews, questionnaires and workshops were used to collect the information in this action research study. Findings revealed that through the use of speaking-oriented practice in the workshops, those teachers could reflect on their own foreign language learning process. They became confident and improved their speaking skills. They had the opportunity of working and enhancing their autonomous and cooperative learning skills.Key words: learner-centered curriculum, speaking-oriented workshops, autonomous learning, cooperative learning. Universidad Pedagógica y Tecnológica de Colombia 2013-05-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/1937 10.19053/2011835X.1937 Enletawa Journal; No. 3 Jan (2010) Enletawa Journal; Núm. 3 Jan (2010) 2463-1965 2011-835X spa https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/1937/1929 |
| spellingShingle | Dueñas Macías, Fredy Alonso Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers |
| title | Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers |
| title_full | Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers |
| title_fullStr | Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers |
| title_full_unstemmed | Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers |
| title_short | Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers |
| title_sort | learner centered curriculum a step towards english speaking skill improvement of non english teachers |
| url | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/1937 |
| work_keys_str_mv | AT duenasmaciasfredyalonso learnercenteredcurriculumasteptowardsenglishspeakingskillimprovementofnonenglishteachers |
