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UNIVERSIDAD DE MEDELLÍNFACULTAD DE CIENCIAS ECONÓMICAS Y ADMINISTRATIVAS
PROGRAMA DE NEGOCIOS INTERNACIONALESUOC LENGUAS EXTRANJERAS
Juan Carlos Herrera
DIDÁCTICA DEL INGLÉSCON PROPÓSITOS LABORALES Y ACADÉMICOS
Presentación del libro Macroestrategías para la enseñanza de la lenguadel Doctor B. Kumaravadivelu (India):
El Post-método en PedagogíaLingüística, pedagogía y cultura en la
enseñanza del inglés
Imágenes programas de lenguasLink Artículo Inglés para fines específicos.pdf
Link Libro de M. Ruiz GarridoMapa Conceptual
Link Video English for specifi purposes
HOW TO TEACH ENGLISH
UNDERSTANDING POST METHOD PEDAGOGY
(B. KUMARAVADIVELU)
MACROSTRATEGIC FRAMEWORK
MISMATCHES IN ENGLISH LANGUAGE LEARNING
Kumaravadivelu's book on language teaching aims to illustrate "the pattern that connects the various elements of learning, teaching, and teacher education" in language teaching
Foto:
http://languagelinks2006.wikispaces.com/file/view/Minimizing+Perceptual+Mismatches.ppt
kUMARAVADIVELU, b.(2003).Beyond methods: :macrostategies for language teaching. New Haven: Yale University Press
MISMATCHES:
LEARNERPERCEPTIONS
INTERPRETATION
TEACHER INTENTION
MANY TIMES LEARNERS LEARNED SEVERAL ITEMS IN A DIFFERENT WAY FROM WHAT THE TEACHER HAD PREVIOUSLY PLANNED FOR THE CLASS.
WHAT ARE WE TALKING ABOUT?
EACH LANGUAGE LEARNER INTERPRET A LESSON IN A DIFFERENT WAY
LANGUAGE IS NOT AN “OBJECT”, BUT AN IMPORTANT ELEMENT OF A CULTURE.
LANGUAGE IS A PART OF A LOCAL SOCIO-CULTURAL, POLITICAL AND LINGUISTIC CONTEXT.
HOW CAN TEACHERS AND LEARNERS RECOGNIZE PERCEPTUAL MISMATCHES?
STRATEGIC
PEDAGOGIC
CULTURAL
COMMUNICATIVE
COGNITIVE
LINGUISTIC
MATCH THE RIGHT MEANING……..pedagogic context 1. Strategic
2. Pedagogic
3 . Cognitive
4. Linguistic
5. Communicative
a. I don’t understand/recognize
b. I can recognize X but I can’t give an answer cause I don’t have enough knowledge of the language.
c. I don’t feel confident to participate
d. I’m not clear about the purpose of
e. I’m not sure about the overall approach I need to take in order to work with X
MINIMIZE PERCEPTUAL MISMATCHESCLASSROOM AND CONTEXT
FOLLOW STANDARISEDCLASSROOM
PROCEDURE.ANALIZE
CONTEXT ANDCLASSROOM
IF LEARNERS AND TEACHERS WORK
TOGHETHERCAN IDENTIFY
EVERY DIFFERENCE
CONSIDERER WHETHER
LEARNERS ARE GETTING
WHAT THEY NEED.
ACTIVITIES AND EXERCISES
Vocabulary activity Match the words: Meaning, inferring. Test with multiples selection Dialogue Discussion Dramatization Life stories
link
http://dbe.metu.edu.tr/convention/proceedingsweb/Pedagogy.pdf
http://www.englishraven.com/method_gramtrans.html
http://languagelinks2006.wikispaces.com/file/view/Minimizing+Perceptual+Mismatches.ppt
Link al artículo en pdf. “Inglés para fines específicos o en fines específicos”, de María Ángeles Andreu AndrésDepartamento de IdiomasUniversidad Politécnica de valenciahttp://www.upv.es/jugaryaprender/ingles/articulos/ingles%20fines%20especificos.pdf
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