Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
English Teachers’ Beliefs about Communicative Competence and their Relationship with their Classroom Practices
Creencias de los profesores de inglés sobre la competencia comunicativa y su relación con sus prácticas de clase
Keywords:
Communicative competence, English teacher’s beliefs and reflections, classroom practices, English students’ roles, decision making (en)Competencia comunicativa, creencias y reflexiones de los profesores de inglés, prácticas de clase, roles de los estudiantes de inglés, toma de decisiones (es)
Downloads
This article describes a research project conducted with two English Teachers from the Extension Program at Foreign Language Department, National University in Bogotá. The purpose of the study was to establish the relationship between what English teachers understand on communicative competence and what they actually do in their English classes. The teachers were observed during 4 months, and they were also interviewed. The findings show how hard it is to define what communicative competence is in teachers’ own words. Data also show how important students are in the English classrooms. English teachers should make careful decisions to help them develop their language competence.
Este artículo describe un proyecto de investigación llevado a cabo con dos profesores de inglés de la Universidad Nacional de Colombia, Bogotá. El estudio tenía como objetivo establecer la relación entre lo que los profesores comprenden sobre la competencia comunicativa y lo que ellos realmente hacen en el salón de clase. Los profesores fueron observados por un período de cuatro meses y también fueron entrevistados. Los resultados del estudio muestran lo complejo que resulta para los profesores definir la competencia comunicativa en sus propias palabras. También es posible evidenciar la importancia que los estudiantes tienen en el salón de clase de inglés. Los profesores de inglés deben ser cuidadosos al momento de tomar decisiones con el fin de ayudar a los estudiantes a desarrollar su competencia en la lengua extranjera.
References
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bartlett, L. (1994). Teacher development through reflective teaching. In J. Richards & D. Nunan (Ed.), Second language teacher education (pp. 202-214). Cambridge: Cambridge University Press.
Bogoya, D. (2000). Una prueba de evaluación de competencias académicas como proyecto. Bogotá: Universidad Nacional de Colombia. Unibiblos.
Breen, M., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics Journal, 22(4), 470-501.
Cohen, L. & Manion, L. (1995). Research methods in education. London: Routledge.
Colombia. Ministerio de Educación Nacional [MEN]. (1994). Ley General de Educación. Ley 115. Bogotá: Author.
Colombia. Ministerio de Educación Nacional [MEN]. (1996). Resolución 2343. Bogotá: Author.
Colombia. Ministerio de Educación Nacional [MEN]. (1998). Serie documentos especiales. Bogotá: Author.
Colombia. Ministerio de Educación Nacional [MEN]. (1999). Lineamientos Curriculares. Idiomas Extranjeros. Bogotá: Author.
Colombia. Ministerio de Educación Nacional [MEN]. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Bogotá: Author.
Common European Framework. A common European framework of reference for languages. Retrieved February 2, 2005, from Council of Europe Web site: http://www.coe.int/T/DG4/ Linguistic/CADRE_EN.asp
Fung, L., & Chow, L. (2002). Congruence of student teachers’ pedagogical images and actual classroom practices. Educational Research, 44(3), 313-321.
Johnson, K. (1999). Teachers’ beliefs: The rock we stand on. Understanding language teaching. Canada: Heinle & Heinle publishers.
Richards, J. (1994). The dilemma of Teacher Education. In J. Richards & D. Nunan (Ed.), Second language teacher education (pp. 3-15). Cambridge: Cambridge University Press.
Richards, J. & Lockhart, C. (1999). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Rivers, W. (1992). Communicating naturally in a second language. Cambridge: Cambridge University Press.
Savignon, S. J. (1983). Communicative Competence: Theory and Classroom Practice. U.S.A.: Addison- Wesley Publishing Company, Inc.
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49, 59-65.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and social sciences. New York: Teachers College Press.
Stern, H. H. (1990). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage.
Zuleta, X. & Prada, L. (2005). Tasting teaching flavors: A group of student-teachers’ experiences in their practicum. PROFILE, 6, 157-170.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
Article abstract page views
Downloads
License
Copyright (c) 2008 Moravia Elizabeth González Peláez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
