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

WHAT IS MACROSTRATEGIC FRAMEWORK?

CONSTRUCTION

What does ‘Mismatch’ mean to YOU?

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.

MISMATCHES:AN IMPORTANT OPPORTUNITY

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

http://www.flickr.com/photos/36701834@N06/foto: David Márquez

http://www.flickr.com/photos/36701834@N07/foto: David Márquez

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

Link al video “English for specifi purposes” del profesor Jeremy Day:http://www.youtube.com/watch?v=dS60xK13iJY