Keywords
Formación inicial de profesorado, competencia lingüística, AICLE, inglés como lengua extranjera, mención en lengua extranjera, Preservice teacher education, linguistic competence, CLIL, EFL, EFL specialism
English for Education: inglés específico para futuros maestros a través de talleres
Abstract
Existe un amplio consenso en cuanto al valor de la competencia lingüística como uno de los factores más importantes en la capacitación del profesorado de lengua inglesa y asignaturas CLIL/AICLE en educación primaria (Amengual-Pizarro, 2013; Durán-Martínez, et al., 2020; Richards, 2017). Sin embargo, desde la implantación del Espacio Europeo de Educación Superior en España, los nuevos grados de Maestro, de corte generalista, dedican un menor número de créditos a la lengua inglesa y su didáctica de lo que lo hacía la antigua Diplomatura de inglés como lengua extranjera (Amengual-Pizarro, 2013; De la Maya Retamar & Luengo González, 2015). Asimismo, dentro de las menciones en lengua extranjera (inglés), existe una gran heterogeneidad en a su composición, especialmente en el peso relativo de créditos dedicados a la competencia lingüística y metodológica, así como la inclusión de una formación específica en AICLE (López-Hernández, 2021).
En este contexto, diversas investigaciones sugieren que los estudiantes y egresados de las menciones en lengua inglesa siguen otorgando una competencia capital a la competencia lingüística, especialmente a la destreza de comunicación oral (Amengual-Pizarro, 2013; Fernández-Viciana & Fernández-Costales, 2017). Proponen, además, que se debería hacer mayor hincapié en subdestrezas y funciones lingüísticas de uso común en el aula de inglés/AICLE, tales como el storytelling o la capacidad de organizar la clase en lengua inglesa (Fernández-Viciana & Fernández-Costales, 2017; López-Hernández & Buckingham, 2021). Sin embargo, a pesar del auge del inglés para fines específicos en numerosas titulaciones, la mayoría de las asignaturas en las titulaciones de educación se centran en el desarrollo del inglés general (Garrote Salazar & Galetti, 2015).
En esta comunicación se describe un itinerario formativo en lengua inglesa que combina un diseño de inglés general e inglés para fines específicos (ESP), para un total de 18 ECTS, a lo largo de dos cursos. Específicamente, se hace hincapié en el diseño e impartición de una asignatura que, prescindiendo del tradicional libro de texto, tiene como hilo conductor una serie de talleres o workshops adaptables a cada nivel de competencia lingüística, y que pretenden, a través de un enfoque netamente funcional, dar respuesta a las necesidades lingüísticas específicas de las maestras de inglés y AICLE. Después de tres años de implementación, la percepción del estudiantado es que se trata de un enfoque motivador, y que tiene una transferencia clara en su perfil profesional. No obstante, algunos estudiantes echan en falta un tratamiento más explícito de contenidos léxicos y gramaticales.
There is a broad consensus regarding the value of linguistic competence as one of the most important factors in the training of English language teachers and CLIL/CLIL subjects in primary education (Amengual-Pizarro, 2013; Durán-Martínez, et al., 2020; Richards, 2017). However, since the implementation of the European Higher Education Area in Spain, the new Master's degrees, of a general nature, dedicate fewer credits to the English language and its didactics than the old Diploma in English as a Language did. foreigner (Amengual-Pizarro, 2013; De la Maya Retamar & Luengo González, 2015). Likewise, within the mentions in foreign language (English), there is a great heterogeneity in its composition, especially in the relative weight of credits dedicated to linguistic and methodological competence, as well as the inclusion of specific training in CLIL (López- Hernandez, 2021). In this context, various investigations suggest that students and graduates of English language majors continue to assign a capital competence to linguistic competence, especially to oral communication skills (Amengual-Pizarro, 2013; Fernández-Viciana & Fernández-Viciana). Costales, 2017). They also propose that greater emphasis should be placed on linguistic sub-skills and functions commonly used in the English/CLIL classroom, such as storytelling or the ability to organize the class in English (Fernández-Viciana & Fernández-Costales, 2017 ; López-Hernández & Buckingham, 2021). However, despite the rise of English for specific purposes in numerous degrees, most subjects in education degrees focus on the development of general English (Garrote Salazar & Galetti, 2015). This communication describes an English language training itinerary that combines a design of General English and English for Specific Purposes (ESP), for a total of 18 ECTS, over two courses. Specifically, emphasis is placed on the design and teaching of a subject that, dispensing with the traditional textbook, has as its common thread a series of workshops that can be adapted to each level of linguistic competence, and that aim, through a clearly functional, responding to the specific linguistic needs of English and CLIL teachers. After three years of implementation, the perception of the student body is that it is a motivating approach, and that it has a clear transfer in their professional profile. However, some students miss a more explicit treatment of lexical and grammatical content.
There is a broad consensus regarding the value of linguistic competence as one of the most important factors in the training of English language teachers and CLIL/CLIL subjects in primary education (Amengual-Pizarro, 2013; Durán-Martínez, et al., 2020; Richards, 2017). However, since the implementation of the European Higher Education Area in Spain, the new Master's degrees, of a general nature, dedicate fewer credits to the English language and its didactics than the old Diploma in English as a Language did. foreigner (Amengual-Pizarro, 2013; De la Maya Retamar & Luengo González, 2015). Likewise, within the mentions in foreign language (English), there is a great heterogeneity in its composition, especially in the relative weight of credits dedicated to linguistic and methodological competence, as well as the inclusion of specific training in CLIL (López- Hernandez, 2021). In this context, various investigations suggest that students and graduates of English language majors continue to assign a capital competence to linguistic competence, especially to oral communication skills (Amengual-Pizarro, 2013; Fernández-Viciana & Fernández-Viciana). Costales, 2017). They also propose that greater emphasis should be placed on linguistic sub-skills and functions commonly used in the English/CLIL classroom, such as storytelling or the ability to organize the class in English (Fernández-Viciana & Fernández-Costales, 2017 ; López-Hernández & Buckingham, 2021). However, despite the rise of English for specific purposes in numerous degrees, most subjects in education degrees focus on the development of general English (Garrote Salazar & Galetti, 2015). This communication describes an English language training itinerary that combines a design of General English and English for Specific Purposes (ESP), for a total of 18 ECTS, over two courses. Specifically, emphasis is placed on the design and teaching of a subject that, dispensing with the traditional textbook, has as its common thread a series of workshops that can be adapted to each level of linguistic competence, and that aim, through a clearly functional, responding to the specific linguistic needs of English and CLIL teachers. After three years of implementation, the perception of the student body is that it is a motivating approach, and that it has a clear transfer in their professional profile. However, some students miss a more explicit treatment of lexical and grammatical content.
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Materias, derechos, colecciones e identificadores
URI / Handle
http://hdl.handle.net/11531/71522Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España