Globalized thinking brought to foreign language classrooms

Glenda Morales Ramírez, María José Barragán Camacho

Resumen


Este documento comparte experiencias de educadoras TEFL en Guayaquil, Ecuador, que consideran que su rol docente abarca mucho más que la transmisión del conocimiento en el idioma y del perfeccionamiento de competencias comunicativas, dicho rol también debe promover el desarrollo de pensamiento crítico, globalizado y creativo, el respeto para el ser humano: sus derechos, diversidad y la práctica de valores. Los estudiantes generalmente aprenden Inglés como Idioma Extranjero para fines académicos y comunicativos, pero existe un llamado mundial que convoca a difundir desde nuestros ambientes escolares el aspecto sociológico que permita conectar sus conocimientos teóricos en acciones practicas fuera del aula, llevando a los estudiantes a conectar las entradas léxicas y configuraciones sintácticas aprendidas y pragmático de la lengua a su alrededor, encontrar similitudes y diferencias con otros vecinos, amigos y otros continentes; tener una perspectiva mundial. En el mundo globalmente conectado de hoy es esencial para los estudiantes a tener una comprensión de un mundo más grande, una tierra de conexión y el respeto. Adoptando este enfoque de lenguaje comunicativo global, estamos creando una comunidad de aprendizaje abierta a las diferencias. Influenciados por la competencia comunicativa mundial, formará ciudadanía y la tolerancia en las nuevas generaciones.


Palabras clave


Pensamiento globalizado; Idioma extranjero; Idioma inglés; Educación superior.

Texto completo:

PDF HTML XML

Referencias


Aaddi, H., & Dahori, S. (2021). The evaluation IN ELE: From face-to-face to virtuality (The case of ELE in the branch Arabic Language and Living Languages, Faculty of Arabic Language, Cadi Ayyad University - Marrakeh). Revue Linguistique et Référentiels Interculturels, 2(1), 272-283. https://doi.org/10.34874/IMIST.PRSM/liri-v2i1.27544

Alvarado, J. S., & Benavides, S. A. L. (2017). The Use of Popular Songs in the English Classroom to Improve the Listening and Speaking Skills of High School Students. Areté: Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela, 3(5), 113-139.

Ariantini, K. P., Suwastini, N. K. A., Adnyani, N. L. P. S., Dantes, G. R., & Jayantini, I. G. A. S. R. (2021). Integrating social media into English Language Learning: How and to What Benefits According to Recent Studies. NOBEL: Journal of Literature and Language Teaching, 12(1), 91-111. https://doi.org/10.15642/NOBEL.2021.12.1.91-111

Astuti, P., & Lammers, J. C. (2017). INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH. Indonesian Journal of Applied Linguistics, 7(1), 215. https://doi.org/10.17509/ijal.v7i1.6878

Banegas, D. L., & Del Pozo Beamud, M. (2022). Integrated learning of content and foreign languages: A duo ethnographic study on the initial training of CLIL teachers in Argentina and Spain. RELC Journal, 53(1), 151-164. https://doi.org/10.1177/0033688220930442

Bornstein, M. H., Putnick, D. L., Bohr, Y., Abdelmaseh, M., Lee, C. Y., & Esposito, G. (2020). Maternal sensitivity and language in childhood promote the child's basic language ability in preschool. Early Childhood Research Quarterly, 51, 483-489. https://doi.org/10.1016/j.ecresq.2020.01.002

Brown, G. (2017). Listening to Spoken English. Routledge.

Caines, A., Bentz, C., Knill, K., Rei, M., & Buttery, P. (2020). Grammatical error detection in transcriptions of spoken English. 2144-2162. https://doi.org/10.18653/v1/2020.coling-main.195

Carter, R., McCarthy, M., O'Keeffe, A., Jones, C., Byrne, S., & Halenko, N. (2017). Successful Spoken English: Findings of Learning Corpora. https://doi.org/10.4324/9781315101712

Chen, X., Zou, D., Xie, H., & Cheng, G. (2021). Twenty Years of Personalized Language Learning: Topic Modeling and Knowledge Mapping. Educational Technology & Society, 24(1), 205-222.

Cubas, S. J. (2020). Methodological strategy to develop oral communicative competence in international business English students at a private university in Lima. San Ignacio de Loyola University. https://doi.org/10.20511/USIL.thesis/9705

Falcones, W. A., & Castilla, J. I. M. (2020). Factors that affect the implementation of innovation strategies in a dynamic environment. GCG: Journal of Globalization, Competitiveness and Governance, 14(2), 50-68.

Friginal, E., Lee, J. J., Polat, B., & Roberson, A. (2017). Exploring Spoken English Learner Language Using Corpora. In E. Friginal, J. J. Lee, B. Polat, & A. Roberson (Eds.), Exploring Spoken English Learner Language Using Corpora: Learner Talk (pp. 3-33). Springer International Publishing. https://doi.org/10.1007/978-3-319-59900-7_1

García, B. M. Y., Dueñas, C. M. L. S., & Saltos, R. E. M. (2019). ENGLISH AS A LANGUAGE OF INTERCULTURAL CONTACT AND ITS IMPORTANCE IN THE TRAINING OF PROFESSIONALS IN TOURISM. REFCalE: Electronic Journal Training and Educational Quality. ISSN 1390-9010, 7(1), 245-258.

García, S. L. A., Vejar, M. L. L., & Paguay, S. L. G. (2018). Methodological alternative for the development of oral communicative competence in English. European Scientific Journal, ESJ, 14(5), 160. https://doi.org/10.19044/esj.2018.v14n5p160

Garzón, E. (2021). From cultural awareness to scientific citizenship: Implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism, 24(2), 242-259. https://doi.org/10.1080/13670050.2018.1456512

Goodwin, A. L. (2020). Globalization, Global Mindsets and Teacher Education. Action in Teacher Education, 42(1), 6-18. https://doi.org/10.1080/01626620.2019.1700848

Horbatiuk, R. M., Bilan, N. M., Sitkar, O. A., & Tymoshchuk, O. S. (2021). The formation of educational environment in foreign language training of energy engineering students by means of project technology. Journal of Physics: Conference Series, 1840(1), 012047. https://doi.org/10.1088/1742-6596/1840/1/012047

Hu, J., & Gao, X. (Andy). (2021). Understanding subject teachers' language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness, 30(1), 42-61. https://doi.org/10.1080/09658416.2020.1768265

Huang, M., Shi, Y., & Yang, X. (2021). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. IJERI: International Journal of Educational Research and Innovation, 15, 400-418. https://doi.org/10.46661/ijeri.5351

Jalinus, N., & Al, E. (2021). Developing Blended Learning Model in Vocational Education Based On 21st Century Integrated Learning and Industrial Revolution 4.0. Turkish Journal of Computer and Mathematics Education (TURCOMAT),12(8), 1239-1254. https://doi.org/10.17762/turcomat.v12i8.3035

Jeyaraj, J. S. (2018). Why Should Spoke English Skills be Taught? (SSRN Scholarly Paper ID 3486391; ID number 3486391). Social Science Research Network. https://doi.org/10.2139/ssrn.3486391

Khan, I. U. (2020). Exploring the Role of Dialogic Teaching in Improving Learners' Spoken English at Intermediate Level in District Bannu. Sjesr, 3(3), 90-95. https://doi.org/10.36902/sjesr-vol3-iss3-2020(90-95)

Mann, S., & Walsh, S. (2017). Reflective Practice in English Language Teaching: Research-Based Principles and Practices. https://doi.org/10.4324/9781315733395

Ministry of Education. (2021). Initial Education Curriculum – Ministry of Education. https://educacion.gob.ec/educacion-inicial/

AGREEMENT No. MINEDUC-MINEDUC-2018-00089-A, 000089 4 (2018). https://educacion.gob.ec/wp-content/uploads/downloads/2018/09/MINEDUC-MINEDUC-2018-00089-A.pdf

Morales, I., Torres Ruilova, B. O., Rendon Jaluff, I. A., Morales Vergara, I., Torres Ruilova, B. O., & Rendon Jaluff, I. A. (2018). The educational leadership of the University of Guayaquil. Conrad, 14(63), 109-116.

Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 2. https://doi.org/10.1186/s40561-021-00146-x

Pardo, M. I., Marín, D., & Vidal, M. I. (2022). Teaching practices in the digital school: Inclusion as a challenge. Pardo Baldoví, María Isabel Marín Suelves, Diana Vidal Esteve, María Isabel 2022 Teaching practices in the digital school: inclusion as a challenge Latin American Journal of Educational Technology 21 1 43 55. https://roderic.uv.es/handle/10550/81475

Patel, S. P. (2015). English effective Spoken English Grammar. 2.

Peters, E. (2018). The effect of out-of-class exposure to English language media on learners' vocabulary knowledge. ITL - International Journal of Applied Linguistics, 169(1), 142-168. https://doi.org/10.1075/itl.00010.pet

Rivera, W. C. (2022). Neurodidactics in teaching and learning processes: a new paradigm in education? Revista Científica Arbitrada de la Fundación MenteClara, 7(0), Article 0. https://doi.org/10.32351/rca.v7.268

Rocha, A., & Toledo, B. (2015). Characterization of the professional development of science teachers. Part I: Systems of implicit representation in professional teaching epistemology. Chemical Education, 26(2), 117-126. https://doi.org/10.1016/j.eq.2015.04.006

Römer, U., & Garner, J. (2019). The development of verb constructions in spoken learner English: Tracing effects of usage and proficiency. International Journal of Learner Corpus Research, 5(2), 207-230. https://doi.org/10.1075/ijlcr.17015.rom

Tarasenko, R., Amelina, S., Kazhan, Y., & Bondarenko, O. (2022). The use of AR elements in the study of foreign languages at the university (arXiv:2202.09161). arXiv. https://doi.org/10.48550/arXiv.2202.09161

Villadiego, K. J., Moreno, J. D., & Bossio, E. R. (2020). Development of Critical Thinking Skills in Students with Visual Limitation. Knowledge, Research and Education, 1(9), 26-36.

Wang, H., Liu, C., Jiang, D., & Jiang, Z. (2021). Collaborative deep learning framework for fault diagnosis in complex distributed systems. Mechanical Systems and Signal Processing, 156, 107650. https://doi.org/10.1016/j.ymssp.2021.107650

Wang, W. (2021). Evaluation Principles' Influence of Critical Thinking Foreign Language Teaching on German Literature Classroom Learning Motivation. Revista de Cercetare Si Interventie Sociala, 73, 81-94. https://doi.org/10.33788/rcis.73.6

Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696-742. https://doi.org/10.1080/09588221.2020.1744666




DOI: http://dx.doi.org/10.23857/dc.v8i3.2933

Métricas del Artículos

Cargando Métricas.....

Metrics powered by MI WEB PRO

Enlaces de Referencia

  • Por el momento, no existen enlaces de referencia


Copyright (c) 2022 Glenda Morales Ramírez, María José Barragán Camacho

URL de la Licencia: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es

Polo de Capacitación, Investigación y Publicación (POCAIP)

Dirección: Ciudadela El Palmar, II Etapa,  Manta - Manabí - Ecuador.

Código Postal: 130801

Teléfonos: 056051775/0991871420

Email: [email protected]

URL: https://www.dominiodelasciencias.com/

DOI: https://doi.org/10.23857/pocaip