Pre-service teachers’ perceptions about implementing culture-based lessons in EFL classrooms
DOI:
https://doi.org/10.23857/dc.v8i3.2934Palabras clave:
Profesores en formación, conciencia cultural, aula de EFL, conocimiento cultural.Resumen
El uso de contenido cultural en las aulas de inglés como lengua extranjera (EFL) se considera una estrategia íºtil para adquirir una segunda lengua (L2) porque ayuda a aumentar la Competencia Comunicativa Intercultural (ICC) de los alumnos. Varios investigadores revelan que los profesores y estudiantes muestran actitudes positivas hacia la integración de la cultura como parte del estudio del idioma. El propósito de esta investigación fenomenológica cualitativa es analizar las percepciones de los futuros maestros sobre la implementación de lecciones basadas en la cultura en las aulas de inglés como lengua extranjera. Se analizaron las respuestas a una encuesta abierta y las reflexiones docentes mediante el proceso de anólisis temótico. Los principales hallazgos muestran que las experiencias de aprendizaje con contenido cultural de los participantes les ayudaron a planificar y enseñar sus lecciones de cultura. También afirman que desarrollaron conocimiento y conciencia cultural al enseñar cultura con materiales auténticos como videos, carteles y segmentos de películas. Por otro lado, también enfrentaron algunos desafíos debido a su falta de experiencia en la planificación, manejo inadecuado del tiempo, problemas tecnológicos, falta de comprensión de los estudiantes, falta de participación y falta de conocimiento previo de la cultura materna. Estos hallazgos sugieren que los programas de formación de profesores de inglés deben proporcionar conocimiento y prócticas explícitas sobre la enseñanza de la cultura en las aulas de inglés como lengua extranjera para mejorar su desarrollo profesional.
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