Descripción
This book aims at scaffolding language teachers, pre-service language teachers, and undergraduate students in the process of teaching and material design by helping them to become informed decision-makers in this endeavour.
This book aims at scaffolding language teachers, pre-service language teachers, and undergraduate students in the process of teaching and material design by helping them to become informed decision-makers in this endeavour. It also aims at leading foreign language teachers to reflect critically on some key concerns in our field as well as on their own beliefs, and to act consistently with that critical reflection to introduce, little by little, changes in daily practices that can ultimately transform students’ thinking. On this book, the authors discuss relevant elements related to curriculum, principles that have guided some educational philosophies, systems of beliefs, psychological theories of learning, principles for material design, and the influence of the development of computers, computer science, and Information and Communication Technologies (ict).
Información adicional
| Peso | 1 kg |
|---|---|
| Formato | |
| Detalle de Formato | |
| ISBN | 978-958-5416-46-8, 978-958-5416-44-4 |
| Número de Páginas | 272 |
| Tamaño | 17 x 24 cm |
| Acabados del Impreso | Rústico |
| ISBN Impreso | 978-958-5416-46-8 |
| Autor | Claudia Marcela, Chapetón, Esperanza, Vera Rodríguez, Zulma Rocío, Buitrago Escobar |
| ISBN PDF | 978-958-5416-44-4 |
| Facultad/Dependencia | |
| Dewey | 375842 – Inglés en la enseñanza media Libros de texto |
| Thema | CJ Enseñanza y aprendizaje de lenguas |
| Categoría específica | |
| BISAC | EDU029080 |
| Colección | |
| Año De Publicación | |
| País de Publicación | |
| Idioma | |
| E-book disponible en | |
| DOI | |
| Cómo citar (APA) | Vera Rodríguez, E., Chapetón Castro, C. M. y Buitrago Escobar, Z. M. (2017). An Informed and Reflective Approach to Language Teaching and Materials Design. Universidad Pedagógica Nacional. |
Esperanza Vera Rodríguez
M. Sc. in Information Technology Applied to Education from Universidad Pedagógica Nacional and a BA in Philology and Languages from Universidad Nacional de Colombia. She worked as a language assistant for both St. Peter’s Collegiate School and Valley Park School in England and has worked at graduate programs at public and private universities in Bogota. She has worked for Universidad Pedagógica Nacional for about twenty years and currently is an Associate Professor, now directing MA theses of graduate students and teaching pre-service language teachers.
Claudia Marcela Chapetón Castro
PhD in Applied Linguistics from the University of Barcelona (Spain), a Master’s degree in Applied Linguistics to the Teaching of English as a Foreign Language -tefl and a Bachelor’s degree in Modern Languages English-Spanish from Universidad Distrital Francisco José de Caldas (Bogotá, Colombia). She is a Professor in the Languages Department at Universidad Pedagógica Nacional (Bogotá-Colombia), where she has taught a range of courses in English Language Research, English Language Teaching, Academic Writing, and English Literature and has supervised ma and PhD students in areas related to TEFL and Applied Linguistics.
Zulma Rocío Buitrago Escobar
She holds an MA in tesol and Spanish from the University of Northern Iowa in the United States and a BA in English and Spanish from Universidad Pedagógica Nacional in Bogotá. She has taught English as a foreign language at different levels for over twenty years at Universidad Pedagógica Nacional, where she has also been a Practicum Advisor. In addition, Professor Buitrago co-authored the software that was one of the components of a children’s package to learn English. She has worked as a teacher trainer at the public and private level and she has participated as a researcher in several projects with the research group Hypermedia, Evaluation, and English Learning.
Introduction
CHAPTER 1
Origins, Views on Curriculum, and its Application
on Language Teaching
Origins of the Word Curriculum
Early Characteristics of the Curriculum and Foreign Language Teaching
Evolution of the Curriculum
Curriculum Characteristics and Components
Curriculum and Language Teaching reflection
Time for praxis
Time for exploration
CHAPTER 2
Philosophy of Education and Curriculum
Some Philosophies of Education.
Philosophy as Critical Inquiry
Philosophies and Different Models of Curriculum
A Brief History of Curriculum Studies
The Practical Curriculum (Anticipated Creation of Alternatives)
The Process or Hypothetical Curriculum
Conclusion
Time for reflection
Time for praxis...
Time for exploration
CHAPTER 3
Organizing Your System of Beliefs
Your System of Beliefs
A Framework for Articulating Your Beliefs
Time for exploration
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 4
An Overview on Some Theories of Learning and their
Application in Language Teaching
Theories of Learning
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 5
Principles of Second Language Acquisition, Semiotics,
and Graphic Design for Material Design
Principles for Designing Second Language Learning Materials
Time for exploration
Semiotics
Time for exploration
Elements and Principles of Design
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 6
An Informed Use of ict in Material Design
Fears and Expectations about Computer Use in Education
An Overview of Computer Development
Use of it in Instruction and Learning
Emphases of it and ict Education
The Network Era
Present and Future Developments
Instructional Design: A Models-Approach
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 7
Fundamental Considerations in Unit Design
Models of L2 curriculum
Time for exploration
Proficiency-Based Language Instruction
Content-Based Language Instruction
Time for exploration
Standards-Based Language Education
Standards in Higher Education
Time for exploration
What Changes Are Needed?
Unit Design Process
Time for reflection
Time for reflection
Time for praxis 1
Time for praxis 2
Time for exploration
Conclusion
References
Authors
CHAPTER 1
Origins, Views on Curriculum, and its Application
on Language Teaching
Origins of the Word Curriculum
Early Characteristics of the Curriculum and Foreign Language Teaching
Evolution of the Curriculum
Curriculum Characteristics and Components
Curriculum and Language Teaching reflection
Time for praxis
Time for exploration
CHAPTER 2
Philosophy of Education and Curriculum
Some Philosophies of Education.
Philosophy as Critical Inquiry
Philosophies and Different Models of Curriculum
A Brief History of Curriculum Studies
The Practical Curriculum (Anticipated Creation of Alternatives)
The Process or Hypothetical Curriculum
Conclusion
Time for reflection
Time for praxis...
Time for exploration
CHAPTER 3
Organizing Your System of Beliefs
Your System of Beliefs
A Framework for Articulating Your Beliefs
Time for exploration
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 4
An Overview on Some Theories of Learning and their
Application in Language Teaching
Theories of Learning
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 5
Principles of Second Language Acquisition, Semiotics,
and Graphic Design for Material Design
Principles for Designing Second Language Learning Materials
Time for exploration
Semiotics
Time for exploration
Elements and Principles of Design
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 6
An Informed Use of ict in Material Design
Fears and Expectations about Computer Use in Education
An Overview of Computer Development
Use of it in Instruction and Learning
Emphases of it and ict Education
The Network Era
Present and Future Developments
Instructional Design: A Models-Approach
Conclusion
Time for reflection
Time for praxis
Time for exploration
CHAPTER 7
Fundamental Considerations in Unit Design
Models of L2 curriculum
Time for exploration
Proficiency-Based Language Instruction
Content-Based Language Instruction
Time for exploration
Standards-Based Language Education
Standards in Higher Education
Time for exploration
What Changes Are Needed?
Unit Design Process
Time for reflection
Time for reflection
Time for praxis 1
Time for praxis 2
Time for exploration
Conclusion
References
Authors
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