Published
Enacting a People-Centred Curriculum in ELT With Teenage Learners
La vivencia de un currículo basado en los actores de la clase de inglés con adolescentes
DOI:
https://doi.org/10.15446/profile.v16n2.40902Keywords:
Communicative approach, curriculum enactment, learner-centred curriculum, teacher strategies (en)Currículo basado en el estudiante, currículo vivido, enfoque comunicativo, estrategias docentes (es)
In this paper we reflect on the extent to which the learner-centred curriculum in English language teaching includes teachers and learners. We briefly describe the top-down nature of curriculum development in Argentina, then describe and discuss personal and collaborative explorations based on our identities as teachers of English in secondary education with a people-centred approach in the classroom. Through this paper we wish to highlight pedagogies and teacher strategies which are enacted for and from the classroom and built around both teachers and learners. Recommendations for policy makers are included.
En este artículo reflexionamos sobre la medida en que el currículo basado en el estudiante incluye a docentes y estudiantes. Describimos la naturaleza descendente del desarrollo curricular en Argentina y discutimos exploraciones personales y colaborativas, basadas en nuestras identidades como profesores de inglés en la escuela secundaria, dirigidas hacia un enfoque que incluya los actores áulicos. Mediante este artículo buscamos resaltar aquellas pedagogías y estrategias docentes vividas desde y para el aula y construidas alrededor tanto de docentes como de estudiantes. El artículo incluye recomendaciones para autoridades ministeriales.
References
Banegas, D. L. (2011). Teachers as reform-doers: Developing a participatory curriculum to teach English as a foreign language. Educational Action Research, 19, 417-432.
Banegas, D. L. (2013). Teacher developing language-driven CLIL through collaborative action research in Argentina (Unpublished doctoral dissertation). University of Warwick, Coventry, UK.
Allwright, D., & Hanks, J. (2009). The developing language learner: An introduction to exploratory practice. Basingstoke, UK: Palgrave Macmillan.
Al-Surmi, M. (2012). Authenticity and TV shows: A multidimensional analysis perspective. TESOL Quarterly, 46(4), 671-694. doi: 10.1002/tesq.33
Braun, E. (Ed.). (2011). Hacia una didáctica del inglés para niños en escuelas primarias [Towards an English didactics for children in primary schools]. Santa Rosa, AR: Universidad Nacional de La Pampa.
Brumfit, C. J., & Johnson, K. (Eds.). (1979). The communicative approach to language teaching. Oxford, UK: Oxford University Press.
Fernández, D. J. (2011, September). Confusion reigns! Communicative language teaching and learning revisited: What has experience taught us? Plenary speech delivered at the 34th FAAPI Conference, Tucumán, Argentina.
Garrett, P., & Shortall, T. (2002). Learners’ evaluation of teacher-fronted and student-centred classroom activities. Language Teaching Research, 6(1), 25-57. doi: 10.1191/1362168802lr096oa
Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teaching, 41(2), 147-181. doi:10.1017/S0261444807004867
Huang, S. Y. (2012). The integration of ‘critical’ and ‘literacy’ education in the EFL curriculum: Expanding the possibilities of critical writing practices. Language, Culture and Curriculum, 25(3), 283-298. doi: 10.1080/07908318.2012.723715
Jones, L. (2007). The student-centred classroom. Cambridge, UK: Cambridge University Press.
Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford, UK: Oxford University Press.
Lee, W., & Ng, S. (2010). Reducing student reticence through teacher interaction strategy. ELT Journal, 64(3), 302-313. doi:10.1093/elt/ccp080
McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. London, UK: Bloomsbury.
Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge, UK: Cambridge University Press.
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158. doi: 10.2307/3587808
Prapaisit de Segovia, L., & Hardison, D. M. (2009). Implementing education reform: EFL teachers’ perspective. ELT Journal, 63(2), 154-162. doi:10.1093/elt/ccn024
Rocha Pessoa, R., & Urzêda Freitas, M. T. (2012). Challenges in critical language teaching. TESOL Quarterly, 46(4), 753-776. doi:10.1002/tesq.46
Ruesch, A., Bown, J., & Dewey, D. P. (2012). Student and teacher perceptions of motivational strategies in the foreign language classroom. Innovation in Language Learning and Teaching, 6(1), 15-27. doi: 10.1080/17501229.2011.562510
Spiro, J. (2004). Creative poetry writing. Oxford, UK: Oxford University Press.
Tomlinson, B. (2011). Access-self materials. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 414-432). Cambridge, UK: Cambridge University Press.
Tudor, I. (1993). Teacher roles in the learner-centred classroom. ELT Journal, 47(1), 22-31. doi:10.1093/elt/47.1.22
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199-210. doi:10.1080/09588221.2010.538701
Villacañas de Castro, L. S. (2013). Teaching English as a foreign language in accordance with social-constructivist pedagogy. Tejuelo, 17, 97-119.
Wang, Q. (2007). The national curriculum changes and their effects on English language teaching in the People’s Republic of China. In J. Cummins & C. Davidson (Eds.), International handbook of English language teaching (pp. 87-105). New York, NY: Springer.
Dimensions
PlumX
Article abstract page views
Downloads
How to Cite
License
Copyright (c) 2014 Darío Luis Banegas, Aurelia Velázquez
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.
