PRIMERA ETAPA DE LA CAPACITACIÓN A DOCENTES DE INGLÉS PERTENECIENTES A INSTITUCIONES MUNICIPALES 26 de septiembre a 1 de noviembre de 2011 UNIVERSIDAD DE NARIÑO FACULTAD DE CIENCIAS HUMANAS DEPARTAMENTO DE LINGÜÍSTICA E IDIOMAS PROGRAMA OFICIAL DE ASIGNATURANombre del Profesor Magda Caicedo (Asistente) Mario Guerrero (Asistente) Gabriel Obando (Asistente) Ana Clara Sánchez (Asistente)Formación Académica Magda Caicedo: Maestría en TESOL/Spanish Mario Guerrero: Maestría Applied Linguistics to TEFL Gabriel Obando: Maestría En TESOL/Linguistics Ana Clara Sánchez: Maestría En TESOL/LinguisticsCourse Standards Based Syllabus DesignCourse type Teórico-PrácticaSchedule 3 horas diarias 3 días a la semana (50 horas en total)Course DescriptionThis course analyzes and implements the national standards for English to the syllabus used forelementary and high-school courses so that teachers can develop a clearer understanding of theobjectives they should keep in mind when creating a lesson plan. Hopefully, through this academicwork, the teachers will be enabled to analyze, adapt, and design syllabi based on current SLA andTESOL theory, which meet the requirements of national regulations and the needs of learners inorder to become competent in a foreign language.Competences to be Developed in the CourseWith the critical work and participation in the course, the participant teachers will be competent to: 1. View and approach critically the work with standards 2. Discuss and analyze standards based on the readings assigned for this purpose 3. Analyze sample area plans regarding the integration of standards of language in each area plan based on evaluation questions that will lead them to identify the presence or absence of the standards, indicators and descriptors. 4. Create a syllabus proposal out of an area plan for the schools they work at and including the standards for each grade 5. Share the syllabi they create and support their choices with evidence from the readings, class discussions and any additional information they can use to justify their syllabi 6. Revise and analyze the created syllabi in order to suggest a standard version of a syllabus which will include the foreign language standards 7. Assess their own work and their performance as well as the performance of the course facilitators and their colleaguesMethodologyThe work will be based on discussions that will originate from the analysis of standards and samplesof syllabuses. The observation of this type of material will help them to develop a critical approachto the way the standards need to be articulated with syllabi. Peer-assessment, workshops and blogentries will also be used to develop the planned contents.
General Requirements and Assessment CriteriaThe course will have a pass/fail modality. However, teachers are expected to demonstrate an activework and commitment along the course so that the objectives proposed can be achieved. It iscompulsory to attend classes and be prepared to take part in the discussions and the differentproposed activities. In order to do so, teachers must read the materials in advance.Assessment Tasks PorcentajeParticipation in discussions 20 %Analysis of class plans samples 20 %Creation of standards-based syllabi 30 %Presentation of standards-based syllabi 20 %Assessment workshop 10 %Recommended Readings 1. Ministerio de Educación Nacional. Lineamientos Curriculares para Idiomas Extranjeros. 1999. 2. León Pereira, T. “¿Qué une los objetivos con los indicadores, las competencias, los estándares y los logros?”. Magisterio, 3 (2003). 3. Consejo de Europa. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, 2001. 4. Hess, N. Teaching Large Multilevel Classes. Cambridge University Press, 2002. 5. Zuñiga, G. y L.S. Bernal. Evaluación, estándares y currículo de inglés. Una propuesta de maestras. Neiva, Universidad Surcolombiana, 2005. 6. Brown, H.D. (2007). Teaching by principles: An interactive approach to language Pedagogy. White Plains: Prentice Hall Regents. 7. Curriculum Theory and Practice. (2007). Retrieved July 13, 2010 from: http://www.infed.org/biblio/b-curricu.htm Harmer, J. (2007). The practice of English language teaching. Essex: Pearson Longman. 8. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. 9. Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. New York: Routledge. 10. Nunan, D. (1988). The learner-centered curriculum. Oxford: Oxford University Press. 11. Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press. 12. Richards, J.C. (2001). Postscriptum: The ideology of TESOL. In Teaching English to speakers of other languages Cambridge: Cambridge University Press. 13. Reilly, T. (1988). Approaches to Foreign Language Syllabus Design. (ERIC Document Reproduction Service No. ED295460). Retrieved from ERIC database. 14. Ur, P. (1998). A course in language teaching: Practice and theory. New York: Cambridge University Press.Compulsory ReadingsEvery class session will be based on the discussion of an assigned reading material.Materials MEN Standards Samples of class plans Articles related to the language standards implementation Authentic English materials Schedule Class Topic In-Class Tasks Discussion and analysis Students participate in the discussion of the standards of standards for foreign languages:
- Why standards are needed. - Myths about L2 learning - Effective Education for all students Week 1 - General principals of language acquisitionSep. 26, 27, 28 - Goals for ESL learners - The overall organization of standards - Using the ESL standards Collection and analysis Students bring to class the area plan that every of samples of area institution has and develop the evaluation based on plans and develop an the correspondence of the area plan and the analysis of the standards: Week 2 integration of standards Are the goals in the area plan related to the Oct. 3, 4, 5 of language in each standards? area plan based on Are the standards expressed in the area plans? evaluation questions. Are descriptors mentioned in the area plan? How are they expressed? Are progress indicators included in the area plans? Creation of a model of Students work in groups to articulate the ESL area plan with the standards of language in the area plans of every Week 3 standards for each institution based on the following aspects: Oct 10,11,12 grade. (group work) Establish descriptors for the clusters Establish indicators for the standards Decide on a syllabus type that can be used by all the schools and that complies with theoretical bases Area plans presentation Based on the group work developed, students will Week 4 and justification of present their syllabus proposal and justify their Oct 18,19,20 choices. choices. The students should provide a rationale for the syllabus format decided about in the group. Area plans Once the groups have done their presentations, the Week 5 standardization based teachers will negotiate on a syllabus model for their Oct 24,25,26 on language standards schools so that it can be standardized across the for the foreign language schools that participated in the course. area. Course evaluation: the Students fill out an assessment grid in order to Week 6 teachers will fill out a develop peer and self-assessment to check on theOct 31-Nov 1 self-assessment and a progress made by the teachers regarding the goals of peer-assessment grid the course.