Análisis de las metodologías de enseñanza del inglés utilizadas por los docentes para el desarrollo de habilidades lingüísticas de acuerdo a lo establecido por el MCER en estudiantes de grado 11 del Instituto Técnico Mercedes Ábrego
Cargando...
Fecha
2021
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Introducción: el presente trabajo de investigación está enmarcado en el programa de investigación: “La didáctica como un campo de saber, conceptual y disciplinar” y a su vez en el subproyecto: relación del campo de lo didáctico con los saberes y disciplinas en estudiantes de grado11 del Instituto Técnico Mercedes Ábrego. Objetivo: analizar las metodologías de enseñanza del inglés utilizadas por los docentes para el desarrollo de habilidades lingüísticas de acuerdo a lo establecido por el MCER en estudiantes de grado11 del Instituto Técnico Mercedes Ábrego. Metodología: esta investigación es de paradigma interpretativo- hermenéutico con enfoque cualitativo y diseño etnográfico. Resultados: pudo apreciarse claramente en los registros del diario de campo y los testimonios de los estudiantes, que demostraron la importancia que se le da a aspectos directamente relacionados con la preparación para las Pruebas Saber, como lo es el conocimiento de vocabulario, la comprensión de normas gramaticales y la comprensión lectora, con un pequeño componente de comprensión oral y con un mínimo componente de producción oral, además de que la competencia intercultural es completamente desestimada. Conclusiones: El MEN en su normativa establecida para el desarrollo de una competencia comunicativa en inglés propone que los estudiantes de secundaria y media técnica alcancen un nivel B1, definido por el MCER. Sin embargo, la implementación de esta propuesta por parte de los docentes no ha sido del todo apropiada ya que sus metodologías fortalecen solamente el proceso de comprensión y producción escrita respondiendo a los lineamientos nacionales de evaluación y no a promover el aprendizaje integral de una lengua extranjera
This research work is framed in the research program: “Didactics as a field of knowledge, conceptual and disciplinary” and in turn in the subproject: relationship of the field of didactics with knowledge and disciplines in undergraduate students11 from the Mercedes Ábrego Technical Institute. Objective: to analyze the English teaching methodologies used by teachers for the development of language skills according to what is established by the CEFR in grade 11 students of the Mercedes Ábrego Technical Institute. Methodology: this research is interpretive-hermeneutical paradigm with a qualitative approach and ethnographic design. Results: it could be clearly seen in the field diary records and the testimonies of the students, which demonstrated the importance given to aspects directly related to the preparation for the Saber Tests, such as knowledge of vocabulary, understanding of grammatical norms and reading comprehension, with a small component of oral comprehension and with a minimum component of oral production, in addition to the fact that intercultural competence is completely disregarded. Conclusions: the MEN in its established regulations for the development of a communicative competence in English proposes that secondary and technical middle school students reach a level B1, defined by the CEFR. However, the implementation of this proposal by teachers has not been entirely appropriate since their methodologies only strengthen the process of understanding and written production responding to national evaluation guidelines and not to promote learning integral of a foreign language.
This research work is framed in the research program: “Didactics as a field of knowledge, conceptual and disciplinary” and in turn in the subproject: relationship of the field of didactics with knowledge and disciplines in undergraduate students11 from the Mercedes Ábrego Technical Institute. Objective: to analyze the English teaching methodologies used by teachers for the development of language skills according to what is established by the CEFR in grade 11 students of the Mercedes Ábrego Technical Institute. Methodology: this research is interpretive-hermeneutical paradigm with a qualitative approach and ethnographic design. Results: it could be clearly seen in the field diary records and the testimonies of the students, which demonstrated the importance given to aspects directly related to the preparation for the Saber Tests, such as knowledge of vocabulary, understanding of grammatical norms and reading comprehension, with a small component of oral comprehension and with a minimum component of oral production, in addition to the fact that intercultural competence is completely disregarded. Conclusions: the MEN in its established regulations for the development of a communicative competence in English proposes that secondary and technical middle school students reach a level B1, defined by the CEFR. However, the implementation of this proposal by teachers has not been entirely appropriate since their methodologies only strengthen the process of understanding and written production responding to national evaluation guidelines and not to promote learning integral of a foreign language.
Descripción
Palabras clave
MCER, Enseñanza del inglés, Habilidades lingüísticas, CEFR, Teaching English, Language skills, Methods, Bilingualism, Métodos, Bilingüismo
