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English Professor Essay

1298 words - 6 pages

INTRODUCCIÓN.-

La enseñanza del idioma ha estado influida por varias teorías del aprendizaje y concepciones lingüísticas que la han orientado por muy diversos cauces y han originado cambios metodológicos importantes a lo largo de las últimas décadas.

En los últimos años cuando se ha centrado el énfasis en los actos comunicativos que tienen lugar cuando usamos la lengua, en las nociones y funciones lingüísticas que expresamos, en el uso apropiado de esas formas de acuerdo con el contexto, las situaciones comunicativas y los interlocutores. Se ha implantado lo que se viene denominando el enfoque comunicativo.

La integración de México en América y la ampliación de las relaciones ...view middle of the document...

Se parte de las estrategias y "esquemas de conocimiento" que el alumno ha desarrollado ya en la L1 para propiciar el aprendizaje de la L2.”

Enseñanza centrada en el alumno

Se considera al alumno como centro de los procesos de enseñanza-aprendizaje. Por tanto, se intenta que las situaciones comunicativas que se presentan deberán satisfagan sus necesidades de comunicación y estén relacionadas con sus vivencias y experiencias. Se parte de los conocimientos previos del alumno para establecer conexiones continuas entre lo que se enseña y los conocimientos lingüísticos y socioculturales que ya posee para favorecer su integración dentro de los esquemas de
conocimiento del aprendiz y propiciar un aprendizaje significativo. De esta forma, se pretende favorecer la "construcción de los aprendizajes".

Importancia de los aspectos socioculturales

Aunque las reformas educativas anteriores también recomendaban la enseñanza de la cultura extranjera, sin embargo la Reforma actual establece tres ejes que han de conformar el subsyllabus de los aspectos culturales.

Es decir, se pretende impartir contenidos conceptuales, procedimentales y actitudinales en relación con este subcomponente de la competencia comunicativa, que incluyan:

- Aspectos sociales y culturales de los países donde se habla de la lengua extranjera

estudiada cercanos a los intereses de los niños, modos de pasar el tiempo libre: juegos,

canciones y deportes más populares entre los niños de los países cuya lengua se

estudia, lugares de encuentro favoritos, etc.

- Presencia en España de la lengua extranjera estudiada: etiquetas de productos,

canciones, películas.

- Reconocimiento de ciertos aspectos socioculturales de los países donde se hable la

lengua extranjera estudiada.

- Utilización contextualizada de algunas reglas y hábitos de conducta de los países cuya lengua se estudia en situaciones con las que el alumno haya tenido contacto.

- Comparación de los aspectos mas relevantes de la vida cotidiana de los países donde se habla la lengua extranjera estudiada con los correspondientes en el país propio.

- Utilización de materiales auténticos procedentes de distintas fuentes próximas al niño con el fin de obtener las informaciones deseadas.

- Curiosidad y respeto por algunos aspectos relevantes de la vida cotidiana de los países donde se habla la lengua extranjera estudiada.
Adaptación del "syllabus" e integración de sus componentes a través de unidades didácticas

Aunque el profesorado use materiales ya publicados, con un “syllabus” preestablecido, se debe

alterar la distribución de los contenidos en función de las necesidades del alumnado, adaptando el

programa a las características de los grupos de alumnos, según:

- Sus experiencias previas de aprendizaje

- Sus conocimientos lingüísticos, ritmo y estilo de aprendizaje

- La complejidad y significatividad de las tareas

- La longitud y densidad de...

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