Post on 18-Dec-2021
transcript
FOREIGN LANGUAGE TEACHING
POLICY IN ARGENTINA
Leonor Corradi, M. Sc.
TOUR OF THE PRESENTATION
• Background
• FLT in Argentina at present: changes and
challenges
• A look to the future
POLICY
TEACHER EDUCATION
PRIMARY AND SECONDARY SCHOOL
POLICY
EDUCATION
TEACHER EDUCATION
MANDATORY
EDUCATION
CURRICULUM
DEVELOPMENT
TEACHER EDUCATION
TEACHING
•Definition of teaching
•A job and a profession
TEACHING: TWO MODELS
TECHNOLOGICAL
• The technocrat
• Technical control
• Pedagogical function
• Reforms: technical
aspects – focus on
teaching
• Technical identity
HOLISTIC/ECOLOGICAL
• The holistic professional
• Autonomy, responsibility
• Social function
• Reforms: technical and
social aspects – focus on
learning
• Social identity
EDUCATION ACT
• LEN, art 71
• Professional
• Concepts and values
• Personal development
• Construction of society
TEACHER EDUCATION
• A practice of cultural, reflective and critical
mediation
• Institutionalised profession
• Constructed pedagogical practice
• Practice focused on teaching
TEACHING PRACTICE
• Teachers should:
• have a deep knowledge of the discipline and
should be updated
• organize situated learning experiences
• guide and accompany students’ learning
• work collaboratively and cooperatively with
other teachers and create shared institutional
projects.
ELT
•Communicative period
•Instrumental aspect
•Post communicative period
•Formative aspect
• Construction of citizenship
• Social practice of language
• Linguistic socialization
TEACHER EDUCATION TODAY
• Deep understanding of the situation
• National plan of teacher education:
• Institutional level
• Curricular level
• Professional level
INSTITUTIONAL LEVEL
Teacher education
• Fragmentation
• Diversity and
inequality
• Norm approach
English teacher education
• Heterogeneity =
inequality
• Non context sensitive
offer
CURRICULAR LEVEL
Teacher education
• Bureaucratic updating
of curricula
• Traditional
approaches
• No investigation
English teacher
education
• Fragmentation of areas of knowledge
• Distance between curriculum and classrooms
• New adolescence
• Diversity
PROFESSIONAL LEVEL
Teacher education
• Life-long process
• Fragmentation of
offer
• Low impact
English teacher
education
• Little response
• Fragmented and
fragmenting
• English in primary
schools
• Non graduates
• Short term and low
impact
FL TEACHING
• Instrumental aspect
•Focus on grammar
•Vocabulary lists
•Long term objectives
CHANGES
Action
• One common
curriculum for
each province
• 20% institution
based
Action
• Common national
core
REFORM
• Improvement on teacher education
• Re-thinking teacher education:
• Autonomous professional
• Concepts and values
• Commitment
• Responsibility
COMMON CORE
• What does a teacher need to really
understand about teaching English?
• How can we and they know that they are
building what is needed for them to teach?
DOCUMENT ORGANISATION
•the big areas or strands (backbone of teacher education in the field of FLT)
•attainment targets and experiences students have to go through
•possible performances and learning experiences proposed to achieve the targets
•a grid with assessment criteria and descriptors which help identify progress.
THE AREAS
• Learning
• Citizenship
• Interculturality
• Discursive practices
LEARNING
• The complexity of learning a foreign
language
• A teacher’s role in language learning
• The learning processes
• Learning, the context and intervention
• Basic principles
LEARNING
Attainment target
The future teacher
identifies and analyses
critically the relationship
between different activities
and the theories of
language learning on which
the activities are based.
Experiences
Writes reports describing, explaining and interpreting different aspects of language learning.
Participates in debates (including on line debates) on topics related to language learning.
CITIZENSHIP
• Linguistic policy
• Literacy practices
• The foreign language teacher’s pedagogical
and political role and responsibility
CITIZENSHIP
Attainment targets
Understands that the access to literacy is a key element in the exercise of citizenship.
Is aware of the political role that the language teacher has in the defence of rights and of linguistic cultural identities associated with the language taught.
Experiences
Engages in role plays, creates or participates in blogs or any other means of communication to explore different ways of making his/her voice heard.
Participates in debates using different discursive strategies, showing a position in favour or against a topic, among other activities related to the exercise of citizenship.
INTERCULTURALITY
• Interculturality as a new teaching approach
• Mediating agents
• Otherness
• Cultural manifestations
• Intercultural and multilingual competence
• Why is interculturality key in language teaching?
INTERCULTURALITY
Attainment targets
Identifies different
conceptions of culture that
underlie teaching models
and what is to be taught.
Experiences
Assesses and confronts
different curricula taking into
account the context in which
they have been developed and
designs activities and teaching
sequences in keeping with
them.
Compares different cultural
sources and analyses cultural
marks
DISCURSIVE PRACTICES
• Mediation
• Enunciation
• Heterogeneity and effects of meaning
• Interpretation
• Linguistic realization
• Contexts of use and linguistic paradigms
• Oracy skills
DISCURSIVE PRACTICES
Attainment targets
Understands different
linguistic varieties of
the foreign language
and their social status.
Understands the
cultural traits of the FL
in its use.
Experiences
Recognises different social, regional and group varieties in a corpus of written and oral texts, and the value that different communities attach to them.
Using a corpus of written texts or technology mediated interaction in the L1 and L2, identifies and explains misunderstandings and interpersonal conflicts that can spring from culturally marked discursive practices
DESCRIPTORS
• Attainment targets
• Level I performance
• Level II performance
• Level III performance
PAST, PRESENT AND FUTURE
• Traditions
• The context
• Long term goals at all levels
• Dialogue (schools, curriculum, teacher education)
• Bottom up and top down process
• Involvement of all parts
• Accompaniment
TEACHER EDUCATION
• Identification of context
• Identification of needs
• Long term aims
• Identification of common core areas
• Plan
TEACHER EDUCATION
• Plan:
• Path
• Stages of implementation
• Short, mid and long term objectives
• Built-in assessment and feedback
THANK YOU! leonor.corradi@gmail.com