SlideShare a Scribd company logo

Anexo 15 pedagogical principles and guidelines

•
•
A
ANDRESSIERRARUEDA

all you need

Education
1 of 80
Download to read offline
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM 6th to 11th GRADES ENGLISH FOR DIVERSITYAND EQUITY
MINISTERIO DE EDUCACIÓN NACIONAL MINISTRA DE EDUCACIÓN NACIONAL DE COLOMBIA Gina Parody d’Echeona VICEMINISTRO DE EDUCACIÓN PREESCOLAR, BÁSICAY MEDIA Víctor Javier Saavedra Mercado DIRECTORA DE CALIDAD PARA LA EDUCACIÓN PREESCOLAR, BÁSICAY MEDIA Ana Bolena Escobar Escobar SUB DIRECTORA DE FOMENTO DE COMPETENCIAS Paola Andrea Trujillo Pulido GERENTE COLOMBIA BILINGÜE Rosa María Cely Herrera AUTORES EQUIPO COLOMBIA BILINGÜE COORDINADORA DE PROYECTOS COLOMBIA BILINGÜE Martha Sofía Galvis Silva PROFESIONAL COLOMBIA BILINGÜE Carlos-Javier Amaya G. FUNDACIÓN UNIVERSIDAD DEL NORTE DIRECTORA DEL DEPARTAMENTO DE ESPAÑOL Dra. Nayibe Rosado DIRECTORA DEL DEPARTAMENTO DE LENGUAS EXTRANJERAS Mag. Lourdes Rey DOCENTE E INVESTIGADORA Dra.Angela Bailey DOCENTE EN INGLÉS BÁSICA, SECUNDARIAY MEDIA Mag. Fabián Moisés Padilla De La Cerda DOCENTE DE INGLÉS BÁSICA, SECUNDARIAY MEDIA Mag. Zulay Esther Díaz Mercado DOCENTE DE INGLÉS BÁSICA, SECUNDARIAY MEDIA Mag. Migdonia Abud Cañarete AGRADECIMIENTOS PROCESO DE EVALUACIÓN YVALIDACIÓN CURRICULAR COORDINADOR ACADÉMICO EN POLÍTICA LINGÜÍSTICA – MINISTERIO DE EDUCACIÓN DEL URUGUAY Dr. Gabriel Díaz Maggioli PROFESOR ASOCIADO PONTIFICIA UNIVERSIDAD BOLIVARIANA Dr. Raúl Alberto Mora UNIVERSIDAD DELVALLE Dr.José Aldemar Álvarez Valencia UNIVERSIDAD DELATLÁNTICO Mag. Luz Janeth Hernández Peña PONTIFICIA UNIVERSIDAD JAVERIANA Dr. Carlos Rico Troncoso UNIVERSIDAD DE SUCRE Mag.Adolfo Bernardo Arrieta Carrascal UNIVERSIDAD DE CÓRDOBA Dr.José David Herázo Rivera UNIVERSIDAD SURCOLOMBIANA Mag. Gilma Zúñiga Camacho UNIVERSIDAD TECNOLÓGICA DE PEREIRA Mag. María Clemencia González Gutiérrez FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ Claudia María Uribe Hoyos
EVALUACIÓN CURRICULAR POR PARTE DE DOCENTES DE LAS INSTITUCIONES EDUCATIVAS Y SECRETARÍAS DE EDUCACIÓN SECRETARÍA DE EDUCACIÓN DE ARMENIA Jefferson Arias Alzate Jorge Mario Perdomo Santa Cruz SECRETARÍA DE EDUCACIÓN DE ATLÁNTICO Luz Marina Castillo Franco Milena Patricia Tapia García Belkis Esther Rolong Colón Miguel Ángel Salas Vásquez Trinidad Sofía De León Navarro Vilma Cecilia Brugés Fontalvo Fabiola María Bayona Caro Ofelia Francisca Gamarra Ramos Margarita Siciliani Aurora Esther Bohórquez Belquis Karol Arrieta Marla Patricia Llanos Sarmiento Ana Sofía Preciado Duque Shirley Johana Manotas Martínez Inés María D’vera Rocha Lucila López Lozada SECRETARÍA DE EDUCACIÓN DE BARRANQUILLA Noldin Salas Rojas Elena de Jesús Cardales Rodríguez Maribel Angélica Martínez Ibáñez Eliana Sofía Salas Contrera Aldemar Jesús Torres Cogollo Gustavo Adolfo Gutiérrez Rodríguez Breiner Saleth Torres SECRETARÍA DE EDUCACIÓN DE BUCARAMANGA Andrea del Pilar Rosas Ramos Fabio Alexander Rodríguez Bustos SECRETARÍA DE EDUCACIÓN DE CALI Liliana Gómez Díaz SECRETARÍA DE EDUCACIÓN DE CESAR Edward Leonardo Ibarra González Carmen Beatriz Araújo Quiroz Royer David Redondo Castro SECRETARÍA DE EDUCACIÓN DE DUITAMA Elizabeth Moreno García Aura Cecilia Galvis Álvarez Yadira Esperanza Ávila Arévalo Alix Yolanda Morales Granados SECRETARÍA DE EDUCACIÓN DE MANIZALES Sandra Viviana Valencia Carvajal Martha Lucía Jaramillo Rivera José Oscar García Cardona SECRETARÍA DE EDUCACIÓN DE MEDELLÍN Jairo Alexander García Quintero Edwin Ferney Ortiz Cardona Wilson Andrés Cardona Peláez Tatiana Gómez Ramírez SECRETARÍA DE EDUCACIÓN DE MONTERÍA Diana Marcela Jaramillo Cataño Yanilis Romero Milton Alcides Pájaro Manjarres Martha Elvira Paz Wechek Luis Alfredo Martínez Díaz SECRETARÍA DE EDUCACIÓN DE NEIVA Lilia Stella Bernal Landínez Martha Cecilia Cabrera Rodríguez SECRETARÍA DE EDUCACIÓN DE PASTO Luis Martín Arcos Guerrero Paula del Socorro Bucheli Bravo SECRETARÍA DE EDUCACIÓN DE POPAYÁN Guillermo Javier Enriquez León William Macías Imbachi
PROGRAMA ENGLISH FOR SCHOOLS UNINORTE Lury Ángel Ferrer Solano Verónica Morales Miranda Carolina Morales Miranda Johanna Paola Ávila Trujillo Carlos Alberto Hernández Ávila Diana Marcela Tirado Tenorio Cindy Paola Vizcaíno Pacheco Saray Lucía Argel Marisela Restrepo Ruiz Johanna Paola Baiz Correa Jesús Alberto Galindo Zabaleta Luz Fabiola Fuentes Martínez Martha Milena Montes Yánez Adriel Antonio Zubiría Miranda SECRETARÍA DE EDUCACIÓN DE SANTA MARTA Oscar Martínez Monery Sandra Patricia Salgado Pertuz Luis Jerónimo Bermúdez Diazgranados SECRETARÍA DE EDUCACIÓN DE SOLEDAD Yullys del Carmen Alvarino Ochoa Yasmira Esther Díaz Yepes SECRETARÍA DE EDUCACIÓN DE TUNJA Ana Rita Ballesteros González Blanca Cecilia Cetina Acosta SECRETARÍA DE EDUCACIÓN DE VILLAVICENCIO Adriana Bustos Gómez Yaneth del Pilar Mejía Solano Diana Camila Polindar Pérez ESTUDIANTES MAESTRÍA EN LA ENSEÑANZA DEL INGLÉS. UNINORTE Juan Bustamante Erasmenia Montero Mercado Liseth María Fontalvo Pérez Miguel Alberto Pedrozo Luz Mary Benítez Hernandez Patricia Inés Mercado Suárez ISBN 978-958-691-772-8 2016 DISEÑO GRÁFICO Y DIAGRAMACIÓN TEAM TOON STUDIO DISEÑO EDITORIAL Janeth Barrios, Camila Gómez, Carolina Soleno, Beatriz Jiménez ILUSTRADORES Oscar Reyes, Camila Gómez, Carolina Soleno BEATRIZ JIMÉNEZ Dirección de arte LEÓN MEJÍA Dirección general
Estimada Comunidad Educativa: El Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, tiene como objetivo construir una Colombia en paz, equitativa y educada. El Ministerio de Educación Nacional se hace partícipe de esta meta y pone todos sus esfuerzos en establecer la calidad y la equidad en el contexto educativo a través de programas como “Colombia Bilingüe”, cuyas acciones se enmarcan dentro del propósito de hacer de Colombia la mejor educada de la región para el año 2025. Hoy presentamos al país los Derechos Básicos de Aprendizaje de Inglés y el Currículo Sugerido de Inglés para los grados 6º a 11º, herramientas que buscan que los estudiantes alcancen un nivel de inglés que les permita comunicarse, interactuar y compartir conocimiento, y a la vez potenciar sus capacidades humanas y profesionales. Estos dos documentos se construyeron teniendo en cuenta las necesidades y características propias del sector educativo, lo que permitió establecer ejes pertinentes y adaptables a los contextos particulares de cada institución. Valoramos y entendemos la diversidad cultural, demográfica y social de nuestro país, por lo que estos documentos se presentan como una propuesta dirigida a los docentes de inglés, sus instituciones educativas y las secretarías de educación. Dichos actores, en su autonomía curricular, podrán analizar, adaptar y adoptar cada uno de los elementos dentro del marco de los procesos de enseñanza y aprendizaje del inglés. Los Derechos Básicos de Aprendizaje y el Currículo Sugerido de Inglés son una apuesta clara que busca generar igualdad educativa y hacer que la enseñanza y el aprendizaje del inglés sean vistos como una herramienta que fortalezca la formación integral y pertinente para los estudiantes del siglo XXI en Colombia. Por esta razón, el Currículo Sugerido integra diferentes ejes de formación, tales como la Paz y la Democracia, aspectos fundamentales en la construcción de un país en paz que busca abrirse cada vez más al mundo globalizado y multicultural en el que vivimos. Este documento se construyó con el apoyo de expertos nacionales e internacionales y de 94 docentes evaluadores de diversas regiones del país, en un proceso que nos permite asegurar su calidad y pertinencia para el contexto educativo colombiano. Con estas herramientas, los docentes de inglés y las Instituciones Educativas aportarán cada vez más a la construcción del país bilingüe que deseamos y al alcance de la meta de ser el país mejor educado de la región. GINA PARODY D’ECHEONA Ministra de Educación de Colombia
CONTENT INTRODUCTION 1. OVERVIEW OF ENGLISH TEACHING AND LEARNING IN COLOMBIA 2. NEEDS ANALYSIS 3. FUNDAMENTALS OF THE CURRICULAR PROPOSAL 3.1. CONCEPT OF CURRICULUM 3.2. CURRICULAR FOCUS ADOPTED 3.3. CURRICULAR THEMES 3.4. CHARACTERISTICS OF THE SUGGESTED CURRICULUM 3.5. PURPOSES OF THE CURRICULAR PROPOSAL 4. REFERENCE FRAMEWORK 4.1. EDUCATION P.13 P.14 P.16 P.19 P.19 P.21 P.21 P.24 P.26 P.27 P.27
4.2. LANGUAGE 4.3. RELATION BETWEEN THE MOTHER TONGUE AND THE FOREIGN LANGUAGE 4.4. COMPETENCES 4.5. LANGUAGE SKILLS 5. METHODOLOGICAL PRINCIPLES 5.1.TASK BASED LEARNING 5.2. PROJECT BASED LEARNING 5.3. PROBLEM BASED LEARNING 5.4. GRADATION OF APPLICATION OF SUGGESTED METHODOLOGICAL PATHS 6. PRINCIPLES OF ASSESSMENT 6.1. COMPETENCE BASED ASSESSMENT P.27 P.28 P.28 P.30 P.33 P.33 P.34 P.34 P.35 P.36 P.37
6.2.ASSESSMENT FOR LEARNING 6.3.ASSESSMENT OF LEARNING 7.ACTORS OF THE CURRICULAR PROPOSAL 7.1. STUDENTS 7.2.TEACHERS 7.3. SCHOOLS 7.4. PARENTS 7.5. LOCAL EDUCATION AUTHORITIES 8. INDICATIONS ABOUT MATERIALS AND TEXTS ALIGNED WITH THIS CURRICULAR PROPOSAL 9. REFERENCES 10. GLOSSARY P.38 P.39 P.41 P.41 P.42 P.43 P.44 P.44 P.45 P.48 P.57
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 12 - I’m going to write down some ideas for the project!
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 13 - INTRODUCTION Education is essential for the development of society. It is the responsibility of each Colombian citizen to believe she/he must help to redefine our present and future. In this context, the curriculum and its planning constitute key aspects to building the society we want and, by means of it, to offer equal learning opportunities to all Colombian children. This document aims to provide the educational community and the different actors of society a flexible and open curriculum proposal that acts as input for planning, implementation, assessment and evaluation of the English curriculum in schools nationwide. The suggested curriculum for the English area focuses on grades 6th to 11th of the Colombian public education system and represents a common foundation for the articulated achievement of the goals established by the program Colombia Bilingüe and as a guide for decision- making that leads to fine-tuning the conditions for English teaching and learning, including as a priority carrying out projects in the area that are pertinent to our current and desired realities for our schools. This proposal should serve as a guide for the Local Education Authorities and Schools in the management and inclusion of strategic allies that favor undertaking the actions derived from this proposal. More specifically, it supports teaching directors and English teachers in the definition of what children learn, regarding the English language, in each of the grades; how they learn and how learning is evaluated. Students and parents are given the opportunity of actively participating in the construction and follow-through of the teaching-learning process of the foreign language, in the institution and beyond it. This document has eight essential components comprising the pedagogical, curricular, methodological and assessment guidelines of the proposal as such. They are sorted from general, presenting a brief overview of teaching and learning English and the analysis of the needs that led to this proposal. Then, a theoretical support on which the decisions related to the curricular focus are based on are described, as well as the methodological and assessment focus underlying the proposal. Finally, it describes the actors to which the proposal addresses and some guidelines on the integration of this proposal to school life along with a section of recommendations to select materials. A glossary is included at the end as an aid for readers.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 14 - OVERVIEW OF ENGLISH TEACHING AND LEARNING IN COLOMBIA 1 This chapter begins with a brief overview of the actions and policies towards the strengthening of teaching English as a foreign language in Colombia, particularly from the Colombia Bilingüe Program, in order to provide the reader with context and bases that support this curricular proposal. We suggest that the information herein provided is supplemented with the reading of publications that will be referenced throughout this document, particularly “Guía 22: Estándares Básicos de Competencias en Lengua Extranjera: Inglés” (Guide 22: Basic Standards of Competence in a Foreign Language: English) (Ministry of Education [MEN], 2006a) and “Orientaciones para la implementación de proyectos de fortalecimiento del inglés en las entidades territoriales” (Guidelines for the Implementation of Projects for the Strengthening of English in Regional Entities) MEN, 2014b). Through time, the English language has become one of the most widely spoken languages in the world, giving it a global language status. Given the scope of technology, scientific innovations and the need to strengthen relations between the countries in the world, English has gained importance becoming the common and official language both of business and of international organizations that promote the development of humanity such as the UN and UNESCO. Colombia has not been the exception, as evidenced in the projects created by the Ministry of National Education such as the Colombia Bilingüe Program, which seeks to incentivize the use and strengthening of the English language in all the country’s schools. This is
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 15 - derived from the policies of teaching foreign languages established in the General Law on Education of 1994, and more recently, with the enactment of Law 1651 of July 12, 2013, and supplemented with the issuance and implementation of the Basic Standards of Competence in a Foreign Language: English, set forth in Guide No. 22 (MEN, 2006a), which achieved a clear view of what children should be taught within Colombian schools. The current Colombia Bilingüe 2014-2018 program intends to generate actions, in different fronts, such as teacher training, and incentive plans, diagnostic of the language level of teachers, the allotment of didactic material and textbooks, and the establishment of a pedagogical model which includes this curricular proposal. This program is derived from the current Development Plan in which strengthening of the English teaching-learning process plays an important role. Within this proposal it is important to remember the definition of bilingualism, which relates to countless discussions on its conception, as well as the differentiation of related terms such as second language and           foreign language. First, a second language is that which possesses “[...] official recognition or acknowledged function within a country” (Stern, 1983, p. 16), as is the case of the Spanish language for persons of indigenous communities in Colombia. Therefore, foreign language refers to the one which does not have an official or regular use inside the country (Stern, 1983), such as English, French, Portuguese or German, among others, for this country. Although there is a considerable number of influencing foreign languages in Colombia, given the previously mentioned reasons, English is the foreign language to which the national government has committed in order to have a bilingual country that is competitive at an international level. Now, the term bilingualism has had changes in its definition and conception. Bilingual is used to mean a person who is fluent in a second language with the same ability as the mother tongue. The Ministry of National Education (MEN) has updated its understanding of this term and defines it as “the different degrees of fluency with which an individual is able to communicate in more than one language and culture. These several degrees depend on the context with which each person copes” (MEN, 2006b, p. 5). The degrees to which we refer are the competences that an individual has as a function of the four linguistic skills: reading, writing, listening and speaking. The national government encourages and supports quality education, promoting bilingualism as one of its strategies to make of Colombia an internationally competitive country. This is possible with legal support such as the above-mentioned laws, which establish teaching foreign languages as fundamental areas of knowledge in the country’s schools and making emphasis on English as the prevailing foreign language. The MEN, through all its programs that encourage bilingualism, bets on a Colombia where all boys, girls and adolescents of schools have the possibility of being fluent in this foreign language at a level that makes them competent and providing a greater chance of success in the academic and professional fields in the future.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 16 - NEEDS ANALYSIS 2 This section makes a brief overview of the actions taken as basis for designing this curricular proposal. Among other activities, a background and documents review was carried out of the national and international reality that would allow determining the situation of teaching and learning English in Colombia within a macro context. Furthermore, existing academic documents and regional and local proposals were studied that worked as a reference as well as the needs of teachers and students. Several decisions were made in the document analysis, based on the reading and analysis of documents such as Law 115/1994, the National Ten-Year Education Plan, the Educational Goals of the OEI, and the National Development Plan (2014 – 2018). This review allowed defining some notions of values and themes to work on in the curriculum, namely: • Human development, coexistence and citizen participation (goals 1,2,3, 9,10,12); • Construction of the national identity and integration with the world (goals: 4,6,8,10); • Encouraging knowledge (goals 5, 7, 13); • Preparation for work (goals 11,13); • Development of basic academic competences (reading, writing, mathematics and essential basic knowledge) On one hand, they allowed understanding that curriculums must provide comprehensive training and tend towards “the development of the being’s dimensions, the construction of national identity, democracy and access to knowledge and culture, through programs that promote quality learning, research and permanence in the system” (Chamorro, 2015, p.2).
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 17 - All these elements are included in this proposal. On the other hand, these documents propose academic strengthening of all institutions but specifically those in which students show lower performance indexes; encouraging self-evaluation processes, continuous improvement, quality accreditation and certification of the school; encouraging research projects, development, innovation and entrepreneurship that transform educational processes and “...a training system that allows students not only to gain knowledge but know how to apply it, innovate and learn throughout their lives for the development and updating of their competences” (p.51). In 2005, the Colombian government established that the country needed “to develop the capacity of its citizens to be fluent in at least one foreign language” (MEN, 2005) in order to insert it in the global economy. In several key sectors of national development, “a potential of ~200 to ~300 thousand additional employees” were identified who required English, while the annual offer of graduates with this profile is only ~12 thousand (Level B2+) (MEN, 2014a, p. 35). This led the Ministry of Education to prepare a plan to implement actions tending towards the improvement of the English level in the Colombian educational system. When analyzing the results of this plan, it is evidenced that the actions implemented have not had a real, long-term impact. When reviewing the results of the SABER 11 tests in its application in 2014, they indicate that 51% of students had a –A1 level, 35 % were at a A1 level, 7 % were at a A2 level and 7% were at a B1 and B+ level” (ICFES, 2015). This shows that progress in terms of English fluency in 11th grade has not been significant in the percentage of high school graduates in a B1 level or better, in the period between 2008 and 2013, since it has only gone from 5% to 6%, results that are way below the 40% expected goal. However, some significant goals must be acknowledged, which have allowed consolidating projects in the area of teaching – learning English in the country. The socialization document of the Colombia Bilingüe Program 2015- 2025 reports that, at the action level corresponding to the regional entities, the schemes for institutional strengthening supported by the MEN have allowed the construction of: “capacities in the sector, both in the local education authorities and normal high schools, and in the bachelor’s degrees in languages and in higher education institutions through their language centers. This effort is seen reflected in the growing interest by institutions in implementing improvement plans and in the decisions consolidated in the last few years to improve English competences at a regional level” (MEN, 2014a, p. 3). To achieve the goals of English strengthening, there are areas in which we must continue to work that relate to: school management, English level of teachers and their teaching pedagogy, the relation between the foreign language and the mother tongue, articulation of English in school and community life, the materials available, the infrastructure conditions to teach English (classrooms, laboratories, libraries, computer rooms, etc.), among others. It is evident that there is “a need to improve the conditions in which teaching and learning occur in Colombia, and a thorough review of the primary and high school curriculums in public schools” (Fandiño, Bermúdez & Lugo, 2012, p. 368). Thus, to transform reality of learning and teaching English in Colombia, more substantial actions are required, such as the implementation of a “comprehensive systemic model that ensures an effective structural transformation” (MEN, 2014a, p. 35), that encourages acknowledging the regional, local and institutional sectors to favor Colombian diversity. This would benefit the configuration of English strengthening projects, pertinent to the present and desired realities of our school, from a local perspective but within national unity or a national system. In this sense, we highlight the work of the “Secretary of Education of Neiva, which in addition to having a strategy for teacher training, has a continuous curricular construction through an exercise of unification of criteria to appropriate standards” (MEN, 2013, p.32).
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 18 - Likewise, the Secretary of Education of Medellin led the Expedición Currículo, the first unified proposal of a Studies Plan for public educational establishments that, through questions such as“What should the children of the city of Medellin learn at school? How to guide the curricular design in the school? and What elements does the plan of each area taught at schools of Medellin in each grade contain?”, built a diagnosis of the learning strategies and quality standards they wanted to achieve and proposed 13 booklets presenting the contents of the mandatory areas for grades preschool to eleventh, including the English area (Mayor’s Office of Medellin, 2014). At an international level, we should also mention experiences from countries such as Brazil, Mexico and Costa Rica, which have proven it is possible to aspire to a B1 goal, as the one established for Colombia. All these countries have worked not only on a unified curricular proposal, but have established coherent policies that lead to achieving the goal, involving the other actors in the process. The specific needs of English teachers and students were also reviewed through a process of collection and analysis of data that provided valuable information on the classroom practices in methodology, assessment, use of standards, among others, that serve as input for the design of this proposal. Thisanalysisevidencestheneedtonotonlyhavesolidcurricularstructuresandstudyprograms but also teachers with B2 English levels or higher, who show appropriate methodological and pedagogical strategies with pertinent didactic material that is accessible to all. Likewise, it is necessary to have leaders in bilingualism in the Local Education Authorities, with a clear view of what is hoped to be accomplished, with an ability to summon and appropriate budget management. All this analysis led to the creation of a suggested curriculum proposal for grades 6th to 11th of the Colombian educational system. The hope is to take another step towards the improvement of the quality of teaching-learning processes in the country and, specifically, in the classroom. The creation of this new tool will allow specifying the guidelines and precise actions that transform practices inside and outside the classroom, and therefore the development of communicative competence in English.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 19 - FUNDAMENTALS OF THE CURRICULAR PROPOSAL 3 This section describes the underlying principles of this curricular proposal. 3.1. CONCEPT OF CURRICULUM To understand the basis of this proposal, it is necessary to define the concept of curriculum, a term that has had many interpretations, which shows the ideological position being taken (Kuhn, 1962). This proposal defines the curriculum as “a whole”, a system with components that are interrelated and with the greater context in which it is simultaneously and openly implemented (Bertalanffy, 1968; Morin, 2004) (see Figure 1). STUDENTS PARENTS SCHOOLS LOCAL EDUCATION AUTHORITIES SUSTAINABILITY HEALTH GLOBALIZATION DEMOCRACY ANDPEACE G ENERAL COMPETENCES AND KNOWLEDG E INTERCULTU R A L C O M P E T E N C E S C O M M U N I C A T I V E C O M P E TENCES V A L U E S A B I L I T I E S F O R L I F E Figure 1. Proposed Curricular Design
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 20 - This definition includes as parts or components of the curriculum everything that allows its movement or dynamism. Traditionally, these components align with four questions which answers are intimately related and connected with the context: 1. What should be included in the English teaching- learning process? 2. When should teaching-learning be approached? 3. How should teaching-learning be approached? 4. What, how and when should learning be evaluated? Such components arrange a curricular framework having macro, meso and micro relations that, according to Posner (2005), may include the following: • Scope and sequence: describes the curriculum as a matrix of objectives assigned to the grades (sequence) and grouped according to a common theme (scope). • Programs of Study: presents a plan that usually includes fundamentals, themes, resources and evaluation. • Content scheme: indicates a list of topics to cover arranged as a scheme. • Standards: a list of knowledge and abilities required by all students to complete their academic process, as those defined in Guide 22. • Textbooks: educational materials used as teaching guides in the classrooms. • Learning path: series of courses and levels that comprise the program and that the students must complete. • Planned experiences: all academic, athletic, emotional or social experiences that the students experience and that have been planned by the school (p. 13). To understand the suggested curriculum, three levels must be visualized and understood, which include each of the components. These are the macro-curriculum, the meso-curriculum and the micro-curriculum (see Figure 2). Figure 2. The proposed curriculum: Macro, Meso, and Micro. MACRO Curricular, methodological, pedagogical and didactic principles within the framework of English teaching and the current educational policy. MESO Guide 22, CEFR, Scope and Sequence MICRO Curricular structures and implementation alternatives In this case, macro refers to the curricular and methodological principles and theoretical guidelines related to the vision of education, learning and language. Meso refers to the structure of scope and sequence of the didactic progression of the English teaching-learning process by levels of language, grades, number of hours and macro competences that must be ensured for all students in their path through the school as established in Guide 22: Basic Standards of Competences in a Foreign Language: English. Micro refers to the curricular structure proposal by grade. This suggested curricular structure, in turn, is comprised by modules to be developed in each grade, the main learning goal, the basic standards of competences implied, the performance indicators and the related discourse and linguistic aspects. Additionally, methodological and assessment options are suggested which may be implemented in the classroom. The micro level traces possible paths that serve as basis for the discussion with teachers and the school to establish their own map. Each school has the duty of taking this proposal and identifying what is valuable, relevant and pertinent to adapt it to its local reality. We expect the proposal to stimulate particular adaptation processes and to
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 21 - be nourished by specific experiences of each school, helping to regenerate it with the specific contributions. Figure 3 illustrates these relations inside the school (see Figure 3). MACRO PEI Relations with the local, regional and national context. MESO Area Plan Relations with other areas, environment. MICRO Micro   curriculum, pedagogical practice, assessment. Classroom interactions. Figure 3. Principles of the proposed curriculum. 3.2. CURRICULAR FOCUS ADOPTED 3.3. CURRICULAR THEMES In the last century, three paradigms related to the curricular focus have been established in the field of education, namely behavioral, cognitive and contextual or ecological. Each leads to a different way to approach the curriculum. The curricular focus of this proposal responds to a contextual or ecological position (Bronfenbrenner, 1979) in which the relations of actors and their surroundings are mutually configured during the interaction. The reality is understood as something that is dynamic and in constant change. The underlying idea of this model is that learning is achieved and socially deepened, meaning, through the interaction promoted and from individual experiences (Vygotsky, 1979; Coll, 1987). A curriculum derived from this model (Freire, 1979; Grundy, 1998; Kemmis, 1988) is inclusive and open, privileging horizontal and equal socialization in the classroom and in life outside the classroom. Transversality is conceived as the construction of dialogues between disciplines, determined in the different courses in a holistic way. By encouraging transversality, a multidisciplinary approach of social, ethical and moral problems present in the context is promoted, and the school, family and sociocultural context is tied in a dynamic way to the comprehension of these dilemmas (MEN, 2014b). In this curricular proposal, a bridge is proposed between the academic, scientific and everyday scopes through fundamentalissuesthatguidetheworkandareestablished in Art. 14 of Law 115/1994. For this, sub-issues or topics corresponding to the following transversal issues have been selected: Environmental/Sustainability Education: This topic will be approached in relation to the development of tasks, projects and problem situations that generate an ethical conscience on the preservation of the environment with the intention of encouraging responsible behaviors. Within this point there are topics related to conservation, protection and recovery of the environment; prevention This focus acknowledges diversity of relations between the curriculum and the context, as well as between itself and its parts. It visualizes the uncertainties derived from these complex relations, the multiple ways of determining them and, therefore, of configuring the curricular proposal. Furthermore, it includes the comprehension of diversity and equity, meaning, “it cannot be summarized in a master word, (...) it cannot be carried back to a law, (...) it cannot be reduced to a simple idea (...)” (Morin, 2004, p.21-22). This focus leads to assume as fundamental curricular themes, the transversality, the sociocultural focus, diversity and equity. These terms are defined below in the framework of the suggested curriculum:
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 22 - and decrease of the impact of human beings on the environment; considering all forms of life; sustainable human development, etc. Sexual/Health Education: Focuses on activities that promote taking care of the body in all its dimensions, prevention as a road towards lasting health, acknowledgement of the dignity of every human being, the value of different forms of life and the experience and construction of peaceful, equitable and democratic relations. In this sense, for example, topics related to sexuality and the cycle of life, sex and gender, self- esteem, among other topics can be discussed. Construction of Citizenship/Democracy and Peace: This topic will facilitate the use of the language to achieve consensus and reflect on the role of students in favoring peaceful coexistence, promoting ethical values and their capacity for conciliation. Topics related to human rights, the political constitution, the legal and judicial framework, the code of childhood and adolescence, the Colombian democratic system, student participation, bodies of citizen participation, among others can be discussed. Globalization: This topic intends to promote the understanding of the place each person holds in the current world, the value of one’s own culture, their role in development of the identity of students and their capacity of understanding other cultures. Issues related to the impact of local, regional and world culture on the personal and social practices and activities will be discussed. The use of these transversal topics as points of knowledge will favor the development of an integral training of students, through the development of communicative competence in a foreign language. Modules are proposed for each grade, making emphasis on the topics derived from these macro issues, so that the student may use the language to transmit a real message in a given context. The approach of these types of themes helps the holistic training of the students and enables their capacity of establishing relations between different issues, making an analysis of the same and proposing new ideas resulting from their learning, using English as the mean to communicate them. Some topics related to the macro transversal issues have been selected for this proposal. However, each school may select the topics that are more important and pertinent to the specific needs of their students and communities. Learning English under this proposal is guided by the following ideas: • Language as a means of communication and construction of meaning. • Language as semiotic system that favors discourse construction and several types of text genres. • Learning languages as a social phenomenon that includes cognitive, affective and interaction processes (Bandura, 1992; Halliday & Hassan, 1989; Hymes, 1972; Vygotsky, 1978). Considering the above, the vision of this curricular proposal regarding learning languages focuses on the sociocultural theory, which prime example is Vygotsky. This author suggests that learning originates within social activities developed in a plane that is external to the individual and that promotes cooperative environments (Vygotsky, 1978). In accordance with this vision, learning English must be focused through practices that privilege interaction. Learning, in general and particularly a foreign language, is done when individuals interact among each other and when they cooperate with others. Through this interaction, persons recognize existing models in the culture, specifically the culture of the foreign language being studied, as a way to approach another. Therefore, as proposed by Johnson (2009), cognitive development THE SOCIOCULTURAL FOCUS IN THE TEACHING-LEARNING PROCESS
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 23 - DIVERSITYAND EQUITY of individuals cannot be separated from the social, historical and cultural context, wherein learning occurs. Following the same line as Vygotsky (1978), Bandura (1992) establishes that learning is social. According to this author, individuals acquire new behaviors when observing and trying to replicate what others do. Thus in this proposal, we hope students can “notice”, with the help of the teacher, certain aspects of the language to attempt to integrate them in their learning during the interaction that gives it sense. These focuses privilege the construction of meaning by the students through the explicit and structuring mediation of the teacher. This construction is achieved when teachers create interactive scenarios in which students use the language in situations of communicative exchange, framed within the context that is as authentic as possible; meaning, the use of the language is done in a functional manner in scenarios that are similar to everyday life (see Figure 4). Diversity and equity are also transversal points of this proposal since they imply the way in which we position or are positioned in relation with other human beings. This curricular proposal calls on the Local Education Authorities, Schools, their teaching directors and professors, to promote the rights of Colombian boys, girls and young people. They must ensure that all of them have the same opportunities and live significant experiences tending to reach the learning goals proposed in the road towards their integral human development. A curriculum for diversity implies a separation from the traditionalandrigidteaching-learningprocesses.Itimplies accepting the diverse forms of life, learning, teaching, and the expansion of ways to evaluate learning. This proposal makes an invitation to reconsider the teaching processes in favor of acknowledging the Colombian students as a legitimate “Other” (Magendzo, 2014). Also important is the acknowledgement of diversity as a rule for human coexistence and acknowledgment of the “Other’s” equality as an ethical commitment. The axis of diversity suggested by this curriculum not only implies thinking in Colombia’s’ cultural, demographic and geographic heterogeneity, but it is also a call to understand the teaching of a foreign language as a meeting point of such elements, that interact in harmony from communication. In this sense, the goal is the development of communicative competence in English and, in turn, intercultural competence that not only takes characteristic elements of culture of the target language, but that also promotes and values Colombian culture. Considering this vision, this curricular proposal tends towards the development of communication in situations where the use of language is important, encouraging the use of the patterns of the language that is being learned. This is materialized through the creation of areas of THE COMMUNITY Establish strategies for environmental conservation. THE WORLD Discuss worldwide cultural characteristics. THE CLASSROOM Design a plan for conflict resolution in the classroom. THE INDIVIDUAL Establish a healthy personal care routine. Figure 4. Example of Horizontal Alignment construction around the defined theme axis, specified in topics close to the reality of the students and on which they have ideas to share when completing tasks, projects or solving problems with the explicit mediation of the teacher.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 24 - To justify why equity is one of the bases of this suggested curriculum, it must also be acknowledged that today English teaching and learning processes in the country’s schools have not demonstrated the expected results. This acknowledgement is the first step to beginning a path of joint construction that guarantees that the learning experience is good for all and not just for a few. Equity as a Human Right is a factor that is promoted by the National Constitution of 1991 and, in this suggested curriculum and its derivative components, it is materialized as a tool that will guarantee the effective enjoyment of the right of all Colombian students to quality education and equal opportunities. This will occur insofar as the organization of goals, objectives, contents, learning standards and other elements of teaching and learning English are arranged in a sequence and focus pertinent for the students, their institution, their region, the country and the world. The above allows visualizing this suggested curriculum as an open letter towards the constitution of basic rights of English learning, which are solidified in the conception of principles and curricular structures, suggested methodological and assessment routes that are articulated in the specific, general and global context. In order for the curricular proposal to be equitable, we must establish what are the learnings that are considered valuable by all students and those to which they are entitled, to ensure that each of them has the same opportunity to develop the necessary capacities and abilities to build a better country and face the demands of the contemporary world. In addition to these curricular points, this proposal also has particular characteristics that relate to the them. These qualities are described below. This curricular proposal has been conceived from a perspective of the particular needs of Colombian schools, which are varied. Thus specific qualities have been defined that predict the opportunity of being integrated into school life in different contexts, but with the same direction in the English teaching-learning process. The first characteristic to highlight is flexibility. This is understood as the possibility schools have of building the knowledge that feeds the curriculum, focusing on learning that is relevant to the real, dynamic and changing contexts of each (Lemke, 1978; Magendzo, 1991, 1996). As was mentioned, this curriculum, although having established fundamentals, may be materialized in different ways considering the context particularities of each school. Each institution will be responsible for defining how to approach this process. The second quality is adaptability. This is intimately related to flexibility and it is understood as the capacity of school to appropriate this curriculum proposal and keep it valid and pertinent, adapting it to its environment and reality (Lemke, 1978; Magendzo, 1991, 1996). To implement this proposal, the conditions of each school should be considered regarding internal projects of bilingualism, weekly hour intensity of the class, teachers, students, among others. Again, the school shall analyze the suggested curriculum and determine how it will be implemented. These two characteristics give the school the chance to carry out, through its participating actors, the review of its PEI components in order to take a position on the actions derived from the implementation of the proposal. For example, the component of fundamentals that defines the vision of education and language; the pedagogical 3.4. CHARACTERISTICS OF THE SUGGESTED CURRICULUM
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 25 - and curricular component that defines the pedagogical focus of the Institution, its methodologies, the studies plan, among others, must be reviewed to determine the adjustments to be made. Another component that is susceptible of review is the community component that refers to the relation of the school with the environment. The school must review whether the transversality suggested by this proposal merits the proposal of new projects that encompass the community in which it is developed. Another distinctive trait is that regarding the development of 21st century abilities, since the intention is to provide opportunities to the students to develop necessary competences to live in the 21st century such as those proposed by Trilling and Fadel (2009): • Learning and innovation, which includes critical thought and problem solving, communication and cooperation; and creativity and innovation; • Digital literacy, including information, media and ICT; • Abilities for work and life, including flexibility and adaptability, initiative and self- direction, productivity and responsibility; • Leadership and personal responsibilities. These abilities are included in the topics discussed, in class activities, in homework, projects and problems developed in order for them to be adapted to everyday life as citizens. Together with the defined positions, another characteristic of this suggested curriculum relates to the decisions on how to organize and sequence the curricular structure. Consequently, the teaching and learning topics derive from homework, projects and problems. Such topics are arranged in a spiral and cyclical structure. This ensures that they unfold and are resumed several times, each time with greater depth and in connection with new topics, projects and problems (Moss, forthcoming p.71). Some advantages of this arrangement are: • Help the student develop a more organic knowledge basis, establishing relations between different aspects of their knowledge. • Allow students having trouble with a particular topic to make new attempts at understanding and assimilating the issue (Moss, forthcoming, p.71, translation of the authors). The transversal themes are evidenced in specific topics for each of the academic periods. This allows recycling abilities, vocabulary and grammar in a logical progression in each grade. The spiral nature is also present at a thematic level since, as was said for the transversal themes, these are resumed in each grade allowing for a deeper approach to the same. Lastly, this suggested curriculum has a proportional organization of abilities that is in accordance with the changing needs of students and their intellectual development, their level of autonomy and the competences they have developed. In each grade, the homework, projects and problems promote receptive and productive activities, making greater emphasis on oral competences (listening and speaking) in the initial grades and, in gradual progress, reading and writing are included and become more complex in medium and advanced grades. It should be highlighted, however, that each school must value the pertinence of this proposal organization for its particular reality.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 26 - 3.5. PURPOSES OF THE CURRICULAR PROPOSAL This curricular proposal pursues several purposes: • Propose a bridge, an open document that works as input for the discussion of educational communities around common aspects that must guide the development of communicative competences in English in the regions, cities and municipalities. • Visualizethecurricularcomponentsandbasiccontents and minimum teachings to which Colombian boys, girls and adolescentsare entitled. The intention is to stimulate the discussion on the possibilities or rearranging and adapting them to the context. • Suggest, as a proposal, a structure of general progression by levels of language, grades, number of hours and macro competences that must be ensured for all students during their time at the school. • Generate awareness in quality coordinators, bilingualism leaders, teaching directors, teachers, students, mothers and fathers on the need to approach English learning as a dynamic, continuous, progressive and planned process that requires ensuring resources and the commitment of each. • Propose a curricular structure and suggestions for staging in order to take theory to practice. Thus, the intention is to illustrate the internal coherence of the proposal evidencing how each component reflects the theory, and contains the others in a coherent way. • Stimulate creativity and reflection and critical position of the school and the teacher as designers and mediators of important, pertinent and changing learning scenarios. • Generate feedback processes in which understanding, success and difficulties feed the proposal to reconfigure it and adapt it in a continuous manner. • Ensure through this general curriculum proposal an equitable treatment for all the population and especially focused on the population “exposed to exclusion, poverty and effects of inequality and all types of violence” (MEN, 2006a, p. 10). In summary, this curricular proposal as a guiding, suggesting, open and flexible document puts in the hands of the schools, teaching directors and teachers the responsibility of making specific curricular decisions that condition it to the own educational reality. A curriculum, as proposed, is an invitation to harmonize it with the educational community context, with the PEI and existing initiatives. The reference theoretical framework is presented below, which supports the suggested curriculum for the reader to understand why the decisions are made.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 27 - REFERENCE FRAMEWORK 4 From a theoretical point of view, the proposed curriculum feeds from a vision of education, language and learning that give sense and coherence to the practical decisions derived from these theoretical principles. By reading this chapter, the reader has the opportunity to understand the structure on which the suggested curriculum is based. Education is understood as an instrument of change that allows creating more equitable societies. Thus, it always plays a predominant role in the social and economic agendas of countries and governmental and non-governmental entities that intend to minimize the gaps that exist in the different communities. This proposal is based on the assumption that education must facilitate knowledge (Dewey, 1938) and the analysis of possible answers to the questions that guide human development using varied methods and perspectives (Bilmaria, 1995). Likewise, this vision of education is based on concepts derived not only from pragmatic thinking but from postmodernist thinking. These propose learning experiences planned through systematic exploration processes that contribute to the development of knowledge from practice and the plurality of points of view that allow answering the complexity of problems (Aldridge & Goldman, 2007). The pragmatic vision perceives a democratic society in which approaching answers is done through a systematic process. Postmodernism looks for knowledge through multiple paths and considers to be in constant change (Gutec, 2004; NZCER, 2009). A citizen not only needs to understand the humanistic elements of life and experience, but also must be able to give rational answers to these experiences. Every curricular proposal in the area of foreign languages needs to establish a vision of language that supports such construction. For this case, it is necessary to determine that language has a social function and must be understood as an instrument of interpersonal communication that helps the individual to represent, interpret and understand the world. The more general concept of language is that which defines it as “written and oral 4.1. EDUCATION 4.2. LANGUAGE
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 28 - expressions with describable relations, of form and meaning, that coherently relate to a communicative function or purpose addressed to a conversational partner or audience” (Celce-Murcia and Olshtain cited by Kumaravadivelu, 2008, pp. 7-8). This definition must be added to the fact that these expressions are immersed in a social, historical and cultural context that give them meaning. It is a dynamic system that emerges and self- organizes considering its most frequent use in different levels from the individual to the social interaction. Beckner, Blythe, Bybee, Christiansen, Croft, W., et al. (2009), in an abbreviated way, define language as a complex and dynamic system that adapts according to the context, user and other factors that affect it. In summary, for this curricular proposal, language is envisioned as a dynamic, non- linear system that allows representing, interpreting and understanding the world and that is composed of several competences and functions. It is a system that adapts to contingencies and that takes advantage of new constructions of meanings originating in varied interactions in which it is used allowing new understandings to arise. Therefore, in this proposal, decisions related to the sequence of linguistic, functional and discourse aspects of language will be more in terms of students needing to know and knowing how to use it to communicate in specific situations and not in the order followed by traditional curricula. 4.3. RELATION BETWEEN THE MOTHER TONGUE AND THE FOREIGN LANGUAGE 4.4. COMPETENCES In this curricular proposal it is important to visualize the relation between the mother tongue and the foreign lan- guage. Nussbaum (1991) notes that the mother tongue acts as a facilitator in learning a foreign language. This vision is deepened in the work of Ordoñez (2011) who ar- gues that the English teaching process must be comple- mented through the comparison with Spanish, such that students can understand how both languages work by After showing the social nature of learning and the vision of language as a mediator and building axis of meaning and not as a course of study in learning a foreign langua- ge, this curricular proposal highlights the importance of developing the communicative competence in students. Likewise, given the integral nature of learning and the transversality of issues approached, the use of competen- ce and general knowledge is also encouraged, essential throughout every significant learning process. The word competence does not refer to a new notion. Although since ancient times it was related to the labor context, more recently, in the last few decades, it is used in the field of education and professional training. Answering to the mentioned focuses, the MEN defines competence as “the knowledge, abilities and skills a person develops to understand, transform and participate in the world in which he lives” (MEN, 2009, 1). In turn, it establishing similarities and differences between the two. This curricular proposal gives value to the relation be- tween the two languages understanding it as an inter- connected learning process in which the student may use both to represent, interpret and understand the world. Thus there is a correlation with the Basic Learning Rights (DBA) of language, which are the tool designed by the MEN for all the Colombian educational community, which identify “basic knowledge that must be learned in each grade in school” (MEN, 2015). This correlation between the two languages reflects on the construction of structure. A comparison was establi- shed between similar standards and basic rights in each grade, to work, in parallel in both languages, seeking to develop the same competences, without ignoring that the foreign language has less development.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 29 - Communicative competence is the ability to interpret and represent different social behaviors in an appropriate way, within a certain language community (Canale & Swain, 1980). Hymes (1972) defines it as the ability to use knowledge of a language in different communicative situations. Guide 22 includes a chapter that teachers may review. Communicative competence incorporates other competences in itself. It is necessary to discuss linguistic competence, which makes reference to the knowledge of lexical, syntactic and phonological aspects of language. Knowledge of these aspects must be obtained within different social contexts developing the sociolinguistic competence (Hymes, 1972) which “refers to the knowledge of social and cultural conditions that are implicit in the use of the language” (MEN, 2006, p.12). Likewise, for Hymes (1972), communicative competence includes others such as the discourse and functional competences that relate to the knowledge “both of the linguistic forms and their functions and the way in which they are linked together in real communicative situations” (MEN, 2006, p.12). Together, these two are called pragmatic competence because they correspond “to the functional use of linguistic resources” (MEN, 2006, p.12). Another important competence, which some authors such as Canale (1980) consider part of the communicative competence, is the strategic competence. This makes reference to the capacity of using different resources to try to communicate successfully with the intention Given the intercultural nature of learning languages, it is necessary to approach, from this curricular proposal, a competencethateverydaygainsgroundintheeducational field: intercultural competence since, in addition to being related to education for ethnical and cultural diversity constitutionally acknowledged in Colombia since 1991, there is a dialogical relation between the culture inherent to the language being learned and the specifies a comprehensive vision of a competent student establishing what an individual must know, know how to be, know how to do and know how to relate, “in specific situations that require creative, flexible and responsible applications of knowledge, abilities and attitudes” (MEN, 2006a, p. 12). For this document’s specific case, it is necessary to approach two types of competences inherent to learning languages: the communicative and the intercultural. COMMUNICATIVE COMPETENCE INTERCULTURAL COMPETENCE of overcoming possible limitations that are derived from the level of knowledge of the language. Bachman (1990, pp. 107-108) defines it as the competence that allows performing “functions of evaluation, planning and execution to determine the most effective methods to achieve the communicative goal.” This competence is developed in different dimensions: the cognitive that refers to the capacity of integrating new knowledge on the topic; the metacognitive that relates to the individual ability of monitoring and self- directing learning, and the socio-affective that includes perceptions of the students on their process, language and motivation, among others. This curricular proposal favors the explicit integration of the use of strategies in the learning process, highlighting that each individual uses different tactics to reach the same goal. In conclusion, this proposal looks to promote transversal competences applicable in different contexts, that are obtained through the development of communicative competence, such that the user of the language has the capacity to interact effectively in different contexts and taking on different situations and realities. However, communicative competence may not be developed in an isolated m but must be integrated to other aspects that transcend the school environment and affect the capacity of interacting in a foreign language. Thus, intercultural competence also plays an important role in this suggested curriculum.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 30 - individual culture,an Aspect that should be considered in teaching-learning processes of a foreign language. Malik (2003) defines it as “the knowledge, abilities or skills and attitudes a conversational partner / intercultural mediator must have, supplemented by the values that make part of a certain society and the numerous social groups to which we belong” (p. 15). The development of this competence is not approached from a point of view of considering the other culture as superior or better. It is focused from a vision of familiarity with the new culture and approach towards the same to encourage processes of respect and valuation of diversity, in which similarities and differences with one’s own culture are acknowledged. In this proposal, development of the intercultural competence is proposed as of the experience of the students, teacher mediation in the sociocultural reality in which they live, including internal, inter and intragroup conflicts, agreements and disagreements at the social and cultural level faced by them. Students must also develop knowledge and abilities that allow conceptualizing, interiorizing its exercise and assuming a commitment and conscience that, as noted by Albó (1999), allows “relating and communicating amongst themselves in a positive and creative way, based on the cultures of their surroundings and respecting their diverse identities” (p. 107). All these competences are specifically materialized in the use of the language and, in turn, it is evidenced through the abilities of the language, thus it is necessary to define how such abilities are comprised in this proposal. 4.5. LANGUAGE SKILLS Language abilities are at the core of developing communicative competence in English. The competence is evidenced through them. In this proposal, the abilities are understood in an integrated way and mutually support each other, privileging the use for purposes of authentic communication. This vision emphasizes the integrated development of the abilities to build discourse competence that allows students to achieve their communicative purposes in several contexts (Uso & Martínez, 2006). The approach of these abilities is suggested as a process that follows three stages (before - during -after) although without ignoring the recursive nature of the same. This allows promoting its mediated and gradual development in significant communicative situations. In the before stage students are involved and their prior knowledge of the communicative context is activated. In this stage, several types of activities are carried out such as presenting the topic to be discussed, establishing the communicative goals, the audience, the characteristics of the type of interaction or communicative situation and the relevant vocabulary, for example. The during stage, generally includes a series of more detailed tasks and activities that activate linguistic, pragmatic and intercultural aspects and the way they affect understanding the communicative issue or the situation in question. In this stage, opportunities to exercise and use the abilities in a mediated and structured way are provided. Finally, an after stage in which students reflect and discuss the implications of the situations for their context, they make connections with other abilities and expand their opportunities to exercise them. To be able to evidence the level of performance achieved by the students in their language abilities, national and international frameworks have been established which, for this proposal, work as reference to establish national and international goals. These frameworks are established in the following section.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 31 - Two reference frameworks (international and national) were considered to prepare this document, which are the basis to outline language programs in Colombia. In the international framework, we highlight the Common European Framework (CEFR) adopted by the MEN as its reference to compare English learning in the country with international standards. This document was developed by the Council of Europe and “provides a common base for the preparation of language programs (...) throughout Europe” (Council of Europe, 2001, p. 1) This framework describes what must be learned and the skills and abilities that must be developed by students to effectively communicate in the language. NATIONALAND INTERNATIONAL REFERENCES GROUPS OF GRADES CEFR LEVELS LEVELS FOR COLOMBIA Tenth to Eleventh Eighth to Ninth B1 B1.2 Pre- intermediate 2 B1.1 Pre- intermediate 1 Sixth to Seventh Fourth to Fifth A2 A.2.2 Basic 2 A.2.1 Basic 1 First to Third A1 A1 Beginners Table 1. List of standards per group of grades and CEFR levels. Likewise, it defines six levels of language proficiency that indicate progress in learning the same. In the national scope, we highlight Guide 22: Basic Standards of Competences in Foreign Languages: English, which defines clear and public criteria to establish the levels to which boys and girls of Colombia are entitled (MEN, 2006a). This document is articulated with the CEFR because it establishes “what students must know and be able to do to demonstrate a B1 level proficiency at the end of eleventh grade” (MEN, 2006a). This means that the same CEFR scale was adopted related to the denominations usually used in Colombia, as indicated in Table 1. The standards are structured by groups of grades (see Table 1). They are organized in a general descriptor that offers information about what students should know and know how to do at the end of each grade. These are broken down into five columns that specify some specific descriptors per language ability. These specific standards are related to the communicative competences (linguistic, pragmatic and sociolinguistic) which they expect to develop.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 32 - For the specific case of this curricular proposal, and acknowledging the particular characteristics of the Colombian educational context, the relation of standards with school grades shall be the following (Table 2): GRADE LANGUAGE LEVEL HOURS ASSIGNED VS. HOURS RECOMMENDED TO LEARN ENGLISH NUMBER OF HOURS PER WEEK AND PER YEAR RECOMMENDED CUMULATIVE 6 A1 3 Hours X 36 90 108 7 A2.1 A2 3 Hours X 36 200 108 216 8 A2.2 3 Hours X 36 108 9 B1.1 B1 3 Hours X 36 375 108 324 10 B1.2 3 Hours X 36 108 11 B1.3 3 Hours X 36 108 Table 2. Relation of CEFR with school grades in Colombia. Table 2 is based on chart 5 of the document Guidelines for the Implementation of Projects for the Strengthening of English in Regional Entities (MEN, 2014b). Table 2 of this proposal reassigns the CEFR levels in grades 6th to 11th, given the well-known difficulty of having solid processes of foreign language learning during primary. In general, English is taught in grades 6th to 11th, on average 3 hours a week. One school year has 40 weeks of which only 36 are of real class contact. Based on this information, the following calculation is done. 6th grade has a total of 108 hours a year. According to documents such as the Guidelines, 90 hours of instruction are recommended to achieve level A1. This means that the 108 hours taught during 6th grade allow achieving level A1. Likewise, 200 hours are recommended to achieve level A2, the reason why this level is worked on in grades 7th and 8th with a total of 216 hours. Level B1 is developed in 375 hours, thus it is pursued in grades 9th, 10th and 11th for a total of 324 hours, which are not the total of hours recommended but allow coming close to the B1 goal in a more realistic fashion. Going back to the diversity axis and the characteristics of flexibility and adaptability, the intention is for each institution to make the necessary adjustments to implement this proposal. This means, those with a greater intensity of hours may surely aim to achieve the total goal of a complete B1, while those institutions withfewer hours a week shall evaluate mechanisms to assign the English class this minimum intensity of hours a week and establish actions for these defined times to be met.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 33 - METHODOLOGICAL PRINCIPLES 5 This curricular proposal favors the methodological focuses that encourage the capacity of students to self-guide their learning process. These focuses center on the development of tasks at the initial levels and in the gradual insertion of projects and problem solving in middle and high school grades. These are options that can be adapted to the learning needs of boys, girls and adolescentswith the potential of helping to promote their development in growing levels of complexity and autonomy. This focus is based on the development of tasks that offer a variety of communicative activities (Ellis, 2004) that favor the use of English to communicate ideas making greater emphasis on fluency instead of grammatical accuracy (Brumfit, 1984). There are three moments (Skehan, 1996): 1. Before the task: The teacher presents a context for the task, for example indicating the topic, situations, lexical areas and oral or written texts that the students might need to develop the task successfully. The intention is to awaken the interest and motivation of the students. 2. During the task: The purpose is the natural communication more than grammatical accuracy. Students work in pairs or groups to fulfill the task assigned. When they finish, they may present their conclusions to the group or use another type of closing, since completing the tasks is essential. During the process, the teacher supports and monitors the students’ activities and takes note of the emerging needs: the lexical phrases, the “chunks” of language used or not used or other important aspects to be approached in the third phase. 3. After the task: from the observations made at the previous time and after fulfilling the task, the teacher takes time to go over specific and common problems detected in the students during development of the task (i.e. pronunciation, lexical phrases, phrase structure, etc.) to clarify and answer questions and difficulties. 5.1. TASK BASED LEARNING
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 34 - STAGE SUGGESTION Before the task • Development of a similar task. • Make a plan to develop the task through brainstorming, concept maps. • Present language functions that will serve as basis to develop the task. • Explain why and what for. • Observation of a model. During the task • Request for clarification among members of a group and between the students and the teacher. • Monitoring by the teacher during development of the task with explicit correction. • Constant follow-up to identify difficulties. After the task • Present the execution of the task and the results obtained • Reflect on the development process of the task. • Feedback Table 3. Examples of activities by stages. Note: Adapted from Ellis (2004) and Prabhu (1987). Teaching and learning based on projects requires a little more time to prepare and develop the class, and focuses on student learning in a fun, holistic, democratic and motivating way. In this type of approach, students actively work planning, evaluating and developing a project that is related to the real world and where language is used as an instrument to carry it out (Martí, 2010). There is 5.2. PROJECT BASED LEARNING 5.3. PROBLEM BASED LEARNING an advantage, mainly, due to the fact that the students develop communicative competences by completing significant activities since it is necessary to use a foreign language authentically and in contexts that are relatively real. For example, if the project focuses on the area of health, all activities must be focused on developing stages that lead to a final project on the topic. Students may work in pairs or groups and need time to investigate, gather, analyze and use information. The teacher’s role centers on providing support in solving the need of the project and motivating the students in the use of the language when they need it. Projects may be presented in a variety of formats depending on the negotiation between the students and their teacher and taking into account the nature of the project. Ogle (1986) proposes a scheme to activate students’ knowledge and help them plan and reflect about their learning. This tactic is known as KWL (Know, Want, Learn). First, the K (Know) helps students explore what they already know about a central topic. Second, the W (Want) makes them think about issues or topics they would like to learn about related to the project they are developing; and the L (Learn) gives students the opportunity to reflect about what they have learned. Through projects, cognitive, socio-affective and metacognitive strategies are articulated giving boys, girls and adolescentsthe opportunity to have significant learning experiences. Teaching and learning based on problems mainly focuses on the student and his ability to apply the knowledge he has and that he acquires in the solving of problems that are similar to everyday life (Barrows & Meyers, 1993). Through this focus, students use language as they act, interact and communicate.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 35 - 5.4. GRADATION OF APPLICATION OF SUGGESTED METHODOLOGICAL PATHS Having presented the three methodological focuses that may be used to bring this proposal to fruition, it is necessary to indicate that for its implementation it is proposed to integrate them in a gradual and sequential way, beginning with greater emphasis on the focus of tasks in the initial grades (6th and 7th), moving to a combination of tasks and projects in the middle grades (8th and 9th) and favoring projects and problems in the last grades (10th and 11th), as preparation for the academic demands of college life (see Figure 5). This sequential order is recommended because it is in accordance with the growing levels of cognitive, personal and social development of the students, who by making progress in their formation also move forward in the development of negotiation skills and acceptance of different points of view, as well as conflict resolution. However, and given the flexibility of this proposal, each institution has the capacity of defining the integration sequence of these methodological focuses in a way that adjusts to their particular characteristics. Methodological focuses facilitate the implementation of the curriculum and are key when deciding how to determine whether the students have developed the expected competences. It is thus also necessary to present some recommendations on how to approach the evaluation process of the students, done in the following section. With this methodology, students develop a critical attitude towards life, as well as potentiate their capacity to relate to others in the search for joint solutions. The importance of this focus is found in the use of the foreign language as a mediating or articulating instrument to solve a problem, while the communicative abilities are developed, which represent the main goal. Problem solving centers on the student who, by researching the problem proposed, integrates theory and practice, applies his own and newly acquired knowledge, and develops skills to face the different obstacles. The question or problem generally does not require having previously planned activities; a commitment of the teachers is needed to facilitate and guide the process, to promote autonomy, flexibility in the investigation and allowing the students to make their own decisions. The ability to solve problems encourages the development of social learning and cooperation skills, which, together with the capacity of communicating and negotiating are considered 21st century skills. 11 PROBLEMS 10 9 PROJECTS 8 7 TASKS 6 Figure 5. Suggested Methodology Paths
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 36 - PRINCIPLES OF ASSESSMENT 6 Assessment is inherent to education since both the student and the teacher want to know the progress of learning made as a result of the proposed process of teaching-learning scenarios. Pastor (2003) defines it as the systematic gathering of information to make decisions (p.3). It is a practice that allows the teacher, among other actors, to detect difficulties and plan the achievements of the students in a deep way, a focus preferred in this proposal. When designing a curricular proposal some questions must be answered, such as what does assessment mean, what is the method to follow, how is this process integrated into the curriculum, what will be evaluated and with what criteria (Pardo, 2003)? This curricular proposal prefers diversity and access to opportunities for all and, together with the vision of education, proposes a model of evaluation that promotes student learning and that, at the same time, provides the inputs for the teacher to make informed decisions on the learning progress. This proposal suggests the assessment not only based on the evidence of what the students can do (Learning) but going beyond, attempting to follow-up on what happens in the classroom (Asssement for learning), evidencing the achievement of the competences undertaken (Competence based assessment). These three concepts are defined below.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 37 - 6.1. COMPETENCE BASED ASSESSMENT This proposal is supported on Guide 22, Basic Standards of Competence in a Foreign Language: English and in methodological principles centered on the student. Consequently, it is necessary to evaluate in order to reveal what the students know, know how to do and know how to be in a context of their relations with others “in situations that require creative, flexible and responsible application of knowledge, abilities and attitudes” (MEN, 2006, p. 12). Thus, assessment becomes support for the development of the competences promoted. The standards propose the competences or skills that the student must achieve by grade in order to demonstrate a certain level of performance that is in accordance with CEFR. The learning indicators provide descriptors that can be observed and measured based on what the student must know or can do as a result of an educational experience. Assessment, coherently, must be as authentic and significant as possible, both in its design and in its application, and provide much more evidence of development of the competences than a traditional objective test. Cano (2008) summarizes this indicating that this type of assessment “makes it necessary to use several instruments and include different agents (p. 10)” in order to evidence the students’ achievements. Competence based assessment implies the creation of means of application in which the students can practice the language in different situations to provide information on their progress and areas to improve. Although there are several ways to evaluate competences, the review of comprehensive performance fits well with the methodological paths for learning based on tasks, projects and problems, and with the assessment for learning since each provides spaces to work on the student’s learning process several times during the process itself. By including the competences in each aspect evaluated, the students will always know their real performance and what they need to improve. Integrated performance assessment, created by the American Council on the Teaching of Foreign Languages (Glisanetal.,2003),includesthreemodesofcommunication and teachers would select specific tasks to evaluate according to the subject (Tedick and Cammarata, 2014). The three modes: interpersonal, in which the student is encouraged to use bidirectional communication, spontaneity and negotiation of meaning through oral or written communication; the interpretation mode, in which the student uses unidirectional communication in the use of authentic material to improve reading and listening; and the presentation mode, in which the student uses unidirectional communication to practice speaking and writing focused on form. Through an inverted design, teachers can use the transversal topics presented in this proposal to create several types of instruments of assessments and rubrics to evaluate linguistic competences based on performance indicators, functions of language, and the proposed objectives. For example, within the health module, for the interpretation mode, students could learn about emerging diseases in their particular area of the country and take notes and create a diagram, then, during the interpersonal mode, they could be assigned a partner to present a plan to prevent these type of diseases from spreading in the community. Assessment must provide students the opportunity to relate to their peers and generate real and valuable evidence, both of the learning achieved and that not achieved. Furthermore, it must reinforce the certainty that what they are learning is valuable for their daily life and their future identity. It must provide evidence of the
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 38 - level of development of the competence reached by the student. It must be aligned with the competences providing possibilities of “deploying them in specific situations that require creative, flexible and responsible application of knowledge, abilities and attitudes” (MEN, 2006, p. 12). Competence based assessment must help students understand their own progress and the learning process. To carry out such evaluation, instruments and rubrics are needed that define clear criteria and that are easy to use and interpret by the teachers, students, teaching directors and parents. The competence based assessment becomes an opportunity to know and support learning of boys, girls and adolescentsduring their educational process. Assessment for learning is formative and provides opportunities to monitor the progress of the students and the level of comprehension of the subjects. This type of evaluation is defined as a “continuous process of information gathering on the scope of learning” (Council of Europe, 2001, p. 186). This information must be used as input to plan the course and feedback for students. We recommend that what is seen during this type of assessment is considered by the teacher when giving out grades for the students’ performance. Thus, it helps the teacher and the student to detect specific needs or lack in learning, which can lead to the necessary adjustments in the teaching practice. Assessment for learning promotes learning goals for life, increases student performance and improves equality among the learning indicators and opportunities to learn. This type of assessment can be evidenced in instances of self-evaluation, peer-evaluation and co-evaluation, concepts that are defined below (see Figure 6). Self-evaluation is done when the student reflects on his learning (Sluijsmans, Dochy, & Moerkerke, 1998). By making this reflection the student is capable of making judgments on his learning habits, strategies and vocabulary, among others. When a student participates in such activities, he gets actively involved in his education. Some specific activities of self-evaluation include monitoring learning, planning events carried out in a process and evaluation of the result of the same. Co-evaluation refers to a process in which individuals obtain feedback from each other (Sluijsmans, Dochy, & Moerkerke, 1998). It is proposed that the students can provide feedback to their peers not only to learn with them, but also from them. Co-evaluation needs some specific criteria such as a grammatical aspect or vocabulary and requires dedicating class time to familiarize the students with the format. The benefits exceed any difficulty since once the students understand how it works, they become more interested in their own process and participate democratically with their classmates. Peer-evaluation implies that the teacher and the students become involved simultaneously. This particular practice requires feedback from the teacher at some point in the activity or project. During the same the student self- evaluates, verifies ideas and clarifies information, in a positive experience. The student reviews and reformulates according to the feedback received and he does not get a bad grade for the mistakes made. 6.2. ASSESSMENT FOR LEARNING Figure 6. Paths for assessment for learning. PEER CO EVALUATION SELF
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 39 - Assessment of learning is summative and is evidenced in procedures and instruments that teachers propose as activities that allow evaluating the level of achievement and performance of students in a certain topic, to compare their results with the standards or learning indicators previously established. These evaluations intend to summarize “the progress at the end of the course with a grade ” (Council of Europe, 2001), which are usually given at the end of a unit, module, semester or full year, and are reported as grades and require that the teacher gathers and interprets pertinent information on the concepts, knowledge, abilities and attitudes of the subject being evaluated. Some examples of assessment of learning in English, pertinent for the schools of the Colombian public sector are: • Unit/mid or end of period or course exams • National and international tests • Final project • Written and oral work (presentations, dramatizations, written texts, etc.) • Portfolios • Simulations 6.3. ASSESSMENT OF LEARNING In assessment for learning in the classroom the following activities can also be used: • Mini problems on which the students can work together and thus monitor their progress together with their peers. • One minute exam: Questions on the day’s learning such as: What was the most important thing you learned today? Do you have questions on something that we should go over again? • Class discussion: Work in pairs to discuss what they can do with what they learned in class that day.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 40 - TYPE OF ASSESSMENT WHAT IS EVALUATED? WHY EVALUATE? HOW IS IT EVALUATED? By competences Development of language abilities, linguistic and discourse knowledge. Reveal what students know, know how to do, know how to do in context Exams Oral presentations Written texts Rubrics Of Learning Define the level of achievement and performance of students in a given subject to compare their results with standards or indicators Unit/mid or end of period or course exams. National and international tests Final project Written and oral work (presentations, dramatizations, written texts, etc.) Portfolios Simulations For Learning Monitor the students’ progress and the level of comprehension Self, co and peer evaluation: Mini problems One-minute exam Class discussion Oral and written reflections Table 4. Principles of Assessment. In summary, assessment is an aspect of great relevance in the educational process and must be coherent with all curriculum elements such that the relation among them is comprehensive. This curricular proposal presents moments of summative and formative evaluation that, together allow defining the level of development of competences established by grade.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 41 - ACTORS OF THE CURRICULAR PROPOSAL 7 Students of Colombian schools are seen as multidimensional and diverse beings, who develop their personality and participate in equal conditions in the teaching -learning processes in English provided by the schools and their environment. As a developing human being, the student is expected to deploy growing levels of empowerment of that process in several roles: As a human being with bilingual and intercultural competences who actively and dynamically participates in his learning process towards growing levels both in his mother tongue and in English; which he shall use in different situations and contexts to approach the new culture and promote processes of respect and valuation of diversity recognizing similarities and differences with his own culture. As a builder of his own knowledge, he is capable of expanding his cognitive, cultural and linguistic repertoire, through the flexible use of his mother tongue and English, both individually and socially. He is perceived as a doer, generator and transformer of knowledge and not simply as a consumer of the same. This suggested curriculum is addressed to all main actors of the educational process: students, teachers, schools, parents and local education authorities of the country represented by their quality coordinators or bilingualism leaders. According to the position that guides this curricular proposal, the participation of these actors is essential for it to become a reality in each community. 7.1. STUDENTS
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 42 - As a human being who is building autonomy and his capacity of analysis, allowing him to question his actions before different situations in his daily life, thus developing critical positions to debate thoughts, actions and procedures of the people in his academic and social environment. As a competent user of technological resources in benefit of his own education. In this role, the English language becomes a solid access bridge to cutting-edge knowledge, through new information and communication technologies, and in an important element of connection with different cultures. As a global citizen whose linguistic, pragmatic and sociolinguistic competences allow him to act in an authentic way in the understanding and handling of issues relevant to a globalized, integrated and competitive world. It is expected that boys, girls and adolescentsvalue and respect different lifestyles, views of the world that promote values such as tolerance toward the different cultures, ethnicities and religions. Asa mediator for conflict resolution through dialogue, for which the use of a foreign language is fundamental since he will need to acknowledge and value his own cultural characteristics and those of other cultures. A student who acts effectively in the search for solutions for problematic situations that arise. A student aware of his role in a culturally and socially diverse world, where everyone has the same rights and responsibilities. 7.2. TEACHERS Without a doubt, this curricular proposal is addressed to the multifaceted teacher, with broad capacities, rich in knowledge, experiences and values of the national culture and who will read this document in the different regions of Colombia. He is invited to experiment with the new possibilities herein presented, such that based on his evaluation and appreciation, he applies what he considers valuable, important and viable in his environment, to promote comprehensive education and learning of English by boys, girls and adolescentswith whom he shares the classroom and thus promotes intercultural education processes and recognition of differences. Juvonen and Wentzel (2001) argue that teachers “do not only teach, but represent and communicate a specific educational philosophy” (p.13), therefore, the teacher’s challenge will be to have and develop pedagogical and methodological competences as well as English fluency for his students to enjoy this change. Therefore, this proposal establishes challenges for the teacher who must understand his role as a guarantor and supervisor of the effective enjoyment of the basic rights of English language learning. This implies fulfilling several roles: As an educator whose responsibility is to accompany the students when asking questions and finding answers; this teacher advisor who also works as a model user of the language he teaches and that must be capable of choosing the didactic sequences that best adjust to the needs of his students to mediate their learning. A teacher who uses evaluation as a tool to improve the academic processes and who reviews the pedagogical practices to improve learning by their students. Someone who goes beyond instruction and makes an effort to educate individuals, human beings; a facilitator that generates processes of self- education; a teacher with an academic and humane reputation (Calvache, 2011). As a leader and curriculum manager who must have the capacities to discuss, pose problems and eventually adapt, within his academic community, the underlying curricular principles in this proposal considered valuable and pertinent. Teachers have the responsibility of implementing changes from an informed position, of answering the challenges derived from this proposal and building answers based on dialogue and cooperation respecting the characteristics of their environments.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 43 - 7.3. SCHOOLS As an investigator highlighting his capacity to continue learning with the certain support of the teaching directors, the local education authorities, the mayor’s and governor’s offices; of knowing how to integrate theory and practice through processes of permanent reflection in order to build communities of practice. In other words, taking the theory to the classroom, so the teacher may increase the curiosity, the desire to learn, the capacity to ask and investigate,. A teacher who knows to question and acknowledge curriculum evolution as a result of scientific research, educational and social progress. In summary, this proposal intends to provide the teacher with the necessary tools to be an agent of his own change and, from that position, undertake correct decisions leading to favor learning by boys, girls and adolescents in an equitable and inclusive manner within a scope of institutional and governmental co-responsibility. This proposal considers schools as autonomous, flexible and comprehensive education spaces of individuals capable of transforming their environment. This makes them micro-worlds where students develop the necessary competences to cope in their current and future life, contributing to the construction of an equitable and inclusive society respectful of differences. By acknowledging the particularities of each institution, the national government contributes to them having a clear and coherent path within the country’s vision, but always considering diversity in their local context and the specific and differential conditions of their students. Likewise, this curricular proposal considers schools as entities that must center on the needs and demands of boys, girls and adolescentsof this century, offering them the opportunity to relate to a coherent learning with the world and its dynamic differences and evolution. They must thus ensure spaces of integration between English teachers and the other areas of knowledge to strengthen the curriculum’s transversality and comprehension and interdisciplinary treatment of current issues. The national government also sees the school as an autonomous organization, capable of adapting, transforming and improving. An institution in which this type of curricular proposal essentially becomes a path for the design and construction of their own curriculum considering not only its specific characteristics, but also the general characteristics of education in Colombia. The above potentiates the autonomy of each Colombian institution with the accompaniment of the Ministry and the Local education authorities in the organization of institutional academic processes. It is suggested that each school undertakes actions to articulate the pertinent parts of this proposal in their PEI in its four components: foundation, administrative, pedagogical and curricular, and community. Thus, the entire institution is tied to the English teaching and learning process ensuring that the decisions taken are agreed on and contextualized to the needs of the institution (MEN, 2013, p.37). We suggest beginning with some diagnostic questions on the situation of students, teachers, the English program implemented and progress of the strengthening program, if any, to later set goals, objectives and strategies in accordance with the institutional context. The Guidelines Document for the implementation of English strengthening programs in the regional entities provides very pertinent suggestions for the school.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 44 - 7.4. PARENTS 7.5. LOCAL EDUCATION AUTHORITIES The role of parents in the development and implementation of this curricular proposal is essential. Parents have the right to know what their children are learning in school. They also have the duty to provide the necessary accompaniment for their children in their educational process; such that they can reinforce the work done by the teachers with the boys, girls and adolescents in the schools. Given that the main objective of education is comprehensive education of students, parents become the center axis of this mission’s development, since people lay the foundations of their values, personality and customs inside the nuclear family. Likewise, they must be aware of the importance of learning English in terms of opportunities for personal, cultural, social and intellectual development of their children. This curricular proposal helps obtain greater clarity on what their children should learn in the teaching-learning process of the Institution. Thus, they may exercise their role as promoters of integration of this new learning to encourage spaces of use and enjoyment outside the classroom. To achieve the goals proposed by the Program Colombia Bilingüe, the local education authorities must strengthen their efforts in the definition and implementation of pertinent and sustainable actions leaning toward the improvement of the English teaching and learning conditions in the regions. We suggest thorough planning that includes the characterization of the current situation related to teaching and learning English in the region, the definition of goals and challenging but attainable objectives, the formulation of strategies and lines of action, the mobilization of actors from different sectors in the community and the establishment of monitoring, evaluation and adjustment mechanisms of the strengthening project that must be led by each local education authority (MEN, 2013, p. 26). A key actor in the local education authority is the leader of bilingualism. He/she must know the area, have the capacity to create scenarios of discussion and consensus, or provide resource management and support of the processes of teacher professional development. This leader must be a manager of alliances with the private sector, trade, and the parent community to work together towards the construction and consolidation of projects that articulate, in a transversal way, learning English to the life of the community, beyond the classroom. The representative of the Local Education Authority is responsible for providing opportunities of education and accompaniment for teaching directors and teachers regarding the challenges that arise with this proposal and its pedagogical appropriation. Likewise, He/she must establish follow-up and measurable strategies of the school’s progress around decision-making and implementation of changes that make this proposal a reality in the institution.
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines
Anexo 15 pedagogical principles and guidelines

Recommended

Enlace 2011 sep
Enlace 2011 sepEnlace 2011 sep
Enlace 2011 sepValentin Flores
 
Estrategias de enseñanza a nivel superior
Estrategias de enseñanza a nivel superiorEstrategias de enseñanza a nivel superior
Estrategias de enseñanza a nivel superiorFhoec Cero
 
Tesis biologia jose y elizabeth
Tesis biologia jose y elizabethTesis biologia jose y elizabeth
Tesis biologia jose y elizabethMaribel Montilla
 
Criterios para la selección y uso de materiales educativos.
Criterios para la selección y uso de materiales educativos.Criterios para la selección y uso de materiales educativos.
Criterios para la selección y uso de materiales educativos.VMLIMONG
 
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED CURRICULUM STRUCTURESUGGESTED CURRICULUM STRUCTURE
SUGGESTED CURRICULUM STRUCTUREENGLISHGENERALSANTANDER
 
WAY_TO_GO_6_DOCENTE.pdf
WAY_TO_GO_6_DOCENTE.pdfWAY_TO_GO_6_DOCENTE.pdf
WAY_TO_GO_6_DOCENTE.pdfadrianaibarra34
 
Suggested english curriculum
Suggested english curriculumSuggested english curriculum
Suggested english curriculumENGLISHGENERALSANTANDER
 
Inglés transición
Inglés transiciónInglés transición
Inglés transiciónOskr DC
 

Recommended

Enlace 2011 sep
Enlace 2011 sepEnlace 2011 sep
Enlace 2011 sepValentin Flores
 
Estrategias de enseñanza a nivel superior
Estrategias de enseñanza a nivel superiorEstrategias de enseñanza a nivel superior
Estrategias de enseñanza a nivel superiorFhoec Cero
 
Tesis biologia jose y elizabeth
Tesis biologia jose y elizabethTesis biologia jose y elizabeth
Tesis biologia jose y elizabethMaribel Montilla
 
Criterios para la selección y uso de materiales educativos.
Criterios para la selección y uso de materiales educativos.Criterios para la selección y uso de materiales educativos.
Criterios para la selección y uso de materiales educativos.VMLIMONG
 
SUGGESTED CURRICULUM STRUCTURE
SUGGESTED CURRICULUM STRUCTURESUGGESTED CURRICULUM STRUCTURE
SUGGESTED CURRICULUM STRUCTUREENGLISHGENERALSANTANDER
 
WAY_TO_GO_6_DOCENTE.pdf
WAY_TO_GO_6_DOCENTE.pdfWAY_TO_GO_6_DOCENTE.pdf
WAY_TO_GO_6_DOCENTE.pdfadrianaibarra34
 
Suggested english curriculum
Suggested english curriculumSuggested english curriculum
Suggested english curriculumENGLISHGENERALSANTANDER
 
Inglés transición
Inglés transiciónInglés transición
Inglés transiciónOskr DC
 
Guia de nivelacion pnieb C4
Guia de nivelacion pnieb C4 Guia de nivelacion pnieb C4
Guia de nivelacion pnieb C4 edy ortega
 
Pnieb guía de nivelación. Ciclo 4
Pnieb guía de nivelación. Ciclo 4Pnieb guía de nivelación. Ciclo 4
Pnieb guía de nivelación. Ciclo 4Toni Rod
 
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...Alonso Mendez Torres
 
Ingles
InglesIngles
InglesFreddy Saix
 
Dba ingles
Dba inglesDba ingles
Dba inglesJosé Manuel Mendoza Pinedo
 
Dba inglés
Dba inglésDba inglés
Dba ingléslibardo2015
 
A descriptive study of the strategies used in the oral acquisition process of...
A descriptive study of the strategies used in the oral acquisition process of...A descriptive study of the strategies used in the oral acquisition process of...
A descriptive study of the strategies used in the oral acquisition process of...UNIVERSIDAD MAGISTER (Sitio Oficial)
 
English content standards and grade level expectations Puerto Rico 2007
English content standards and grade level expectations Puerto Rico 2007English content standards and grade level expectations Puerto Rico 2007
English content standards and grade level expectations Puerto Rico 2007Shirlenne Peralta
 
ENGLISH_PLEASE_9_STUDENT_BOOK.pdf
ENGLISH_PLEASE_9_STUDENT_BOOK.pdfENGLISH_PLEASE_9_STUDENT_BOOK.pdf
ENGLISH_PLEASE_9_STUDENT_BOOK.pdfCharlesvivas
 
Content standards grade_level_expectations
Content standards grade_level_expectationsContent standards grade_level_expectations
Content standards grade_level_expectationsEfraín Suárez-Arce, M.Ed
 
English content standards and grade level expectations
English content standards and grade level expectationsEnglish content standards and grade level expectations
English content standards and grade level expectationsEfraín Suárez-Arce, M.Ed
 
Stand & expect doc
Stand & expect docStand & expect doc
Stand & expect docEfraín Suárez-Arce, M.Ed
 
Guía de nivelación
Guía de nivelaciónGuía de nivelación
Guía de nivelaciónThalein
 
BASIC RIGHTS LEARNING
BASIC RIGHTS LEARNINGBASIC RIGHTS LEARNING
BASIC RIGHTS LEARNINGENGLISHGENERALSANTANDER
 
Action Oriented Teaching and Learning Guide (Englishpost.org)
Action Oriented Teaching and Learning Guide (Englishpost.org)Action Oriented Teaching and Learning Guide (Englishpost.org)
Action Oriented Teaching and Learning Guide (Englishpost.org)José Manuel Campos Noguera
 
identification of appropiate procedures and techniques for teaching students ...
identification of appropiate procedures and techniques for teaching students ...identification of appropiate procedures and techniques for teaching students ...
identification of appropiate procedures and techniques for teaching students ...UNIVERSIDAD MAGISTER (Sitio Oficial)
 
Eng frame work
Eng frame workEng frame work
Eng frame workArmando Castillo
 
English Program Curricular Framework
English Program Curricular FrameworkEnglish Program Curricular Framework
English Program Curricular Frameworkkenny743
 
Spanish Educational System
Spanish Educational SystemSpanish Educational System
Spanish Educational SystemPedro Bernal Martinez
 
STANDARD DOCUMENT YEAR 1 & 2 KSSR
STANDARD DOCUMENT YEAR 1 & 2 KSSRSTANDARD DOCUMENT YEAR 1 & 2 KSSR
STANDARD DOCUMENT YEAR 1 & 2 KSSRJasleen Razali
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityGeoBlogs
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 

More Related Content

Similar to Anexo 15 pedagogical principles and guidelines

Guia de nivelacion pnieb C4
Guia de nivelacion pnieb C4 Guia de nivelacion pnieb C4
Guia de nivelacion pnieb C4 edy ortega
 
Pnieb guía de nivelación. Ciclo 4
Pnieb guía de nivelación. Ciclo 4Pnieb guía de nivelación. Ciclo 4
Pnieb guía de nivelación. Ciclo 4Toni Rod
 
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...Alonso Mendez Torres
 
A descriptive study of the strategies used in the oral acquisition process of...
A descriptive study of the strategies used in the oral acquisition process of...A descriptive study of the strategies used in the oral acquisition process of...
A descriptive study of the strategies used in the oral acquisition process of...UNIVERSIDAD MAGISTER (Sitio Oficial)
 
English content standards and grade level expectations Puerto Rico 2007
English content standards and grade level expectations Puerto Rico 2007English content standards and grade level expectations Puerto Rico 2007
English content standards and grade level expectations Puerto Rico 2007Shirlenne Peralta
 
ENGLISH_PLEASE_9_STUDENT_BOOK.pdf
ENGLISH_PLEASE_9_STUDENT_BOOK.pdfENGLISH_PLEASE_9_STUDENT_BOOK.pdf
ENGLISH_PLEASE_9_STUDENT_BOOK.pdfCharlesvivas
 
English content standards and grade level expectations
English content standards and grade level expectationsEnglish content standards and grade level expectations
English content standards and grade level expectationsEfraín Suárez-Arce, M.Ed
 
Guía de nivelación
Guía de nivelaciónGuía de nivelación
Guía de nivelaciónThalein
 
Action Oriented Teaching and Learning Guide (Englishpost.org)
Action Oriented Teaching and Learning Guide (Englishpost.org)Action Oriented Teaching and Learning Guide (Englishpost.org)
Action Oriented Teaching and Learning Guide (Englishpost.org)José Manuel Campos Noguera
 
identification of appropiate procedures and techniques for teaching students ...
identification of appropiate procedures and techniques for teaching students ...identification of appropiate procedures and techniques for teaching students ...
identification of appropiate procedures and techniques for teaching students ...UNIVERSIDAD MAGISTER (Sitio Oficial)
 
English Program Curricular Framework
English Program Curricular FrameworkEnglish Program Curricular Framework
English Program Curricular Frameworkkenny743
 
STANDARD DOCUMENT YEAR 1 & 2 KSSR
STANDARD DOCUMENT YEAR 1 & 2 KSSRSTANDARD DOCUMENT YEAR 1 & 2 KSSR
STANDARD DOCUMENT YEAR 1 & 2 KSSRJasleen Razali
 

Similar to Anexo 15 pedagogical principles and guidelines (20)

Guia de nivelacion pnieb C4
Guia de nivelacion pnieb C4 Guia de nivelacion pnieb C4
Guia de nivelacion pnieb C4
 
Pnieb guía de nivelación. Ciclo 4
Pnieb guía de nivelación. Ciclo 4Pnieb guía de nivelación. Ciclo 4
Pnieb guía de nivelación. Ciclo 4
 
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...
InglésGuía de nivelación Ciclo 4Fortalecimiento académico para profesores de ...
 
Ingles
InglesIngles
Ingles
 
Dba ingles
Dba inglesDba ingles
Dba ingles
 
Dba inglés
Dba inglésDba inglés
Dba inglés
 
A descriptive study of the strategies used in the oral acquisition process of...
A descriptive study of the strategies used in the oral acquisition process of...A descriptive study of the strategies used in the oral acquisition process of...
A descriptive study of the strategies used in the oral acquisition process of...
 
English content standards and grade level expectations Puerto Rico 2007
English content standards and grade level expectations Puerto Rico 2007English content standards and grade level expectations Puerto Rico 2007
English content standards and grade level expectations Puerto Rico 2007
 
ENGLISH_PLEASE_9_STUDENT_BOOK.pdf
ENGLISH_PLEASE_9_STUDENT_BOOK.pdfENGLISH_PLEASE_9_STUDENT_BOOK.pdf
ENGLISH_PLEASE_9_STUDENT_BOOK.pdf
 
Content standards grade_level_expectations
Content standards grade_level_expectationsContent standards grade_level_expectations
Content standards grade_level_expectations
 
English content standards and grade level expectations
English content standards and grade level expectationsEnglish content standards and grade level expectations
English content standards and grade level expectations
 
Stand & expect doc
Stand & expect docStand & expect doc
Stand & expect doc
 
Guía de nivelación
Guía de nivelaciónGuía de nivelación
Guía de nivelación
 
BASIC RIGHTS LEARNING
BASIC RIGHTS LEARNINGBASIC RIGHTS LEARNING
BASIC RIGHTS LEARNING
 
Action Oriented Teaching and Learning Guide (Englishpost.org)
Action Oriented Teaching and Learning Guide (Englishpost.org)Action Oriented Teaching and Learning Guide (Englishpost.org)
Action Oriented Teaching and Learning Guide (Englishpost.org)
 
identification of appropiate procedures and techniques for teaching students ...
identification of appropiate procedures and techniques for teaching students ...identification of appropiate procedures and techniques for teaching students ...
identification of appropiate procedures and techniques for teaching students ...
 
Eng frame work
Eng frame workEng frame work
Eng frame work
 
English Program Curricular Framework
English Program Curricular FrameworkEnglish Program Curricular Framework
English Program Curricular Framework
 
Spanish Educational System
Spanish Educational SystemSpanish Educational System
Spanish Educational System
 
STANDARD DOCUMENT YEAR 1 & 2 KSSR
STANDARD DOCUMENT YEAR 1 & 2 KSSRSTANDARD DOCUMENT YEAR 1 & 2 KSSR
STANDARD DOCUMENT YEAR 1 & 2 KSSR
 

Recently uploaded

Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityGeoBlogs
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxNirmalaLoungPoorunde1
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)eniolaolutunde
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxSayali Powar
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfJayanti Pande
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introductionMaksud Ahmed
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
 
mini mental status format.docx
mini mental status format.docxmini mental status format.docx
mini mental status format.docxPoojaSen20
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...Marc Dusseiller Dusjagr
 
URLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website AppURLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website AppCeline George
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeThiyagu K
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxRoyAbrique
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Celine George
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationnomboosow
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3JemimahLaneBuaron
 

Recently uploaded (20)

Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptx
 
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdfTataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
 
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
 
mini mental status format.docx
mini mental status format.docxmini mental status format.docx
mini mental status format.docx
 
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
 
URLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website AppURLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website App
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptxContemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communication
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3
 
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
 

Anexo 15 pedagogical principles and guidelines

  • 1.
  • 2.
  • 4. MINISTERIO DE EDUCACIÓN NACIONAL MINISTRA DE EDUCACIÓN NACIONAL DE COLOMBIA Gina Parody d’Echeona VICEMINISTRO DE EDUCACIÓN PREESCOLAR, BÁSICAY MEDIA Víctor Javier Saavedra Mercado DIRECTORA DE CALIDAD PARA LA EDUCACIÓN PREESCOLAR, BÁSICAY MEDIA Ana Bolena Escobar Escobar SUB DIRECTORA DE FOMENTO DE COMPETENCIAS Paola Andrea Trujillo Pulido GERENTE COLOMBIA BILINGÜE Rosa María Cely Herrera AUTORES EQUIPO COLOMBIA BILINGÜE COORDINADORA DE PROYECTOS COLOMBIA BILINGÜE Martha Sofía Galvis Silva PROFESIONAL COLOMBIA BILINGÜE Carlos-Javier Amaya G. FUNDACIÓN UNIVERSIDAD DEL NORTE DIRECTORA DEL DEPARTAMENTO DE ESPAÑOL Dra. Nayibe Rosado DIRECTORA DEL DEPARTAMENTO DE LENGUAS EXTRANJERAS Mag. Lourdes Rey DOCENTE E INVESTIGADORA Dra.Angela Bailey DOCENTE EN INGLÉS BÁSICA, SECUNDARIAY MEDIA Mag. Fabián Moisés Padilla De La Cerda DOCENTE DE INGLÉS BÁSICA, SECUNDARIAY MEDIA Mag. Zulay Esther Díaz Mercado DOCENTE DE INGLÉS BÁSICA, SECUNDARIAY MEDIA Mag. Migdonia Abud Cañarete AGRADECIMIENTOS PROCESO DE EVALUACIÓN YVALIDACIÓN CURRICULAR COORDINADOR ACADÉMICO EN POLÍTICA LINGÜÍSTICA – MINISTERIO DE EDUCACIÓN DEL URUGUAY Dr. Gabriel Díaz Maggioli PROFESOR ASOCIADO PONTIFICIA UNIVERSIDAD BOLIVARIANA Dr. Raúl Alberto Mora UNIVERSIDAD DELVALLE Dr.José Aldemar Álvarez Valencia UNIVERSIDAD DELATLÁNTICO Mag. Luz Janeth Hernández Peña PONTIFICIA UNIVERSIDAD JAVERIANA Dr. Carlos Rico Troncoso UNIVERSIDAD DE SUCRE Mag.Adolfo Bernardo Arrieta Carrascal UNIVERSIDAD DE CÓRDOBA Dr.José David Herázo Rivera UNIVERSIDAD SURCOLOMBIANA Mag. Gilma Zúñiga Camacho UNIVERSIDAD TECNOLÓGICA DE PEREIRA Mag. María Clemencia González Gutiérrez FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ Claudia María Uribe Hoyos
  • 5. EVALUACIÓN CURRICULAR POR PARTE DE DOCENTES DE LAS INSTITUCIONES EDUCATIVAS Y SECRETARÍAS DE EDUCACIÓN SECRETARÍA DE EDUCACIÓN DE ARMENIA Jefferson Arias Alzate Jorge Mario Perdomo Santa Cruz SECRETARÍA DE EDUCACIÓN DE ATLÁNTICO Luz Marina Castillo Franco Milena Patricia Tapia García Belkis Esther Rolong Colón Miguel Ángel Salas Vásquez Trinidad Sofía De León Navarro Vilma Cecilia Brugés Fontalvo Fabiola María Bayona Caro Ofelia Francisca Gamarra Ramos Margarita Siciliani Aurora Esther Bohórquez Belquis Karol Arrieta Marla Patricia Llanos Sarmiento Ana Sofía Preciado Duque Shirley Johana Manotas Martínez Inés María D’vera Rocha Lucila López Lozada SECRETARÍA DE EDUCACIÓN DE BARRANQUILLA Noldin Salas Rojas Elena de Jesús Cardales Rodríguez Maribel Angélica Martínez Ibáñez Eliana Sofía Salas Contrera Aldemar Jesús Torres Cogollo Gustavo Adolfo Gutiérrez Rodríguez Breiner Saleth Torres SECRETARÍA DE EDUCACIÓN DE BUCARAMANGA Andrea del Pilar Rosas Ramos Fabio Alexander Rodríguez Bustos SECRETARÍA DE EDUCACIÓN DE CALI Liliana Gómez Díaz SECRETARÍA DE EDUCACIÓN DE CESAR Edward Leonardo Ibarra González Carmen Beatriz Araújo Quiroz Royer David Redondo Castro SECRETARÍA DE EDUCACIÓN DE DUITAMA Elizabeth Moreno García Aura Cecilia Galvis Álvarez Yadira Esperanza Ávila Arévalo Alix Yolanda Morales Granados SECRETARÍA DE EDUCACIÓN DE MANIZALES Sandra Viviana Valencia Carvajal Martha Lucía Jaramillo Rivera José Oscar García Cardona SECRETARÍA DE EDUCACIÓN DE MEDELLÍN Jairo Alexander García Quintero Edwin Ferney Ortiz Cardona Wilson Andrés Cardona Peláez Tatiana Gómez Ramírez SECRETARÍA DE EDUCACIÓN DE MONTERÍA Diana Marcela Jaramillo Cataño Yanilis Romero Milton Alcides Pájaro Manjarres Martha Elvira Paz Wechek Luis Alfredo Martínez Díaz SECRETARÍA DE EDUCACIÓN DE NEIVA Lilia Stella Bernal Landínez Martha Cecilia Cabrera Rodríguez SECRETARÍA DE EDUCACIÓN DE PASTO Luis Martín Arcos Guerrero Paula del Socorro Bucheli Bravo SECRETARÍA DE EDUCACIÓN DE POPAYÁN Guillermo Javier Enriquez León William Macías Imbachi
  • 6. PROGRAMA ENGLISH FOR SCHOOLS UNINORTE Lury Ángel Ferrer Solano Verónica Morales Miranda Carolina Morales Miranda Johanna Paola Ávila Trujillo Carlos Alberto Hernández Ávila Diana Marcela Tirado Tenorio Cindy Paola Vizcaíno Pacheco Saray Lucía Argel Marisela Restrepo Ruiz Johanna Paola Baiz Correa Jesús Alberto Galindo Zabaleta Luz Fabiola Fuentes Martínez Martha Milena Montes Yánez Adriel Antonio Zubiría Miranda SECRETARÍA DE EDUCACIÓN DE SANTA MARTA Oscar Martínez Monery Sandra Patricia Salgado Pertuz Luis Jerónimo Bermúdez Diazgranados SECRETARÍA DE EDUCACIÓN DE SOLEDAD Yullys del Carmen Alvarino Ochoa Yasmira Esther Díaz Yepes SECRETARÍA DE EDUCACIÓN DE TUNJA Ana Rita Ballesteros González Blanca Cecilia Cetina Acosta SECRETARÍA DE EDUCACIÓN DE VILLAVICENCIO Adriana Bustos Gómez Yaneth del Pilar Mejía Solano Diana Camila Polindar Pérez ESTUDIANTES MAESTRÍA EN LA ENSEÑANZA DEL INGLÉS. UNINORTE Juan Bustamante Erasmenia Montero Mercado Liseth María Fontalvo Pérez Miguel Alberto Pedrozo Luz Mary Benítez Hernandez Patricia Inés Mercado Suárez ISBN 978-958-691-772-8 2016 DISEÑO GRÁFICO Y DIAGRAMACIÓN TEAM TOON STUDIO DISEÑO EDITORIAL Janeth Barrios, Camila Gómez, Carolina Soleno, Beatriz Jiménez ILUSTRADORES Oscar Reyes, Camila Gómez, Carolina Soleno BEATRIZ JIMÉNEZ Dirección de arte LEÓN MEJÍA Dirección general
  • 7. Estimada Comunidad Educativa: El Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, tiene como objetivo construir una Colombia en paz, equitativa y educada. El Ministerio de Educación Nacional se hace partícipe de esta meta y pone todos sus esfuerzos en establecer la calidad y la equidad en el contexto educativo a través de programas como “Colombia Bilingüe”, cuyas acciones se enmarcan dentro del propósito de hacer de Colombia la mejor educada de la región para el año 2025. Hoy presentamos al país los Derechos Básicos de Aprendizaje de Inglés y el Currículo Sugerido de Inglés para los grados 6º a 11º, herramientas que buscan que los estudiantes alcancen un nivel de inglés que les permita comunicarse, interactuar y compartir conocimiento, y a la vez potenciar sus capacidades humanas y profesionales. Estos dos documentos se construyeron teniendo en cuenta las necesidades y características propias del sector educativo, lo que permitió establecer ejes pertinentes y adaptables a los contextos particulares de cada institución. Valoramos y entendemos la diversidad cultural, demográfica y social de nuestro país, por lo que estos documentos se presentan como una propuesta dirigida a los docentes de inglés, sus instituciones educativas y las secretarías de educación. Dichos actores, en su autonomía curricular, podrán analizar, adaptar y adoptar cada uno de los elementos dentro del marco de los procesos de enseñanza y aprendizaje del inglés. Los Derechos Básicos de Aprendizaje y el Currículo Sugerido de Inglés son una apuesta clara que busca generar igualdad educativa y hacer que la enseñanza y el aprendizaje del inglés sean vistos como una herramienta que fortalezca la formación integral y pertinente para los estudiantes del siglo XXI en Colombia. Por esta razón, el Currículo Sugerido integra diferentes ejes de formación, tales como la Paz y la Democracia, aspectos fundamentales en la construcción de un país en paz que busca abrirse cada vez más al mundo globalizado y multicultural en el que vivimos. Este documento se construyó con el apoyo de expertos nacionales e internacionales y de 94 docentes evaluadores de diversas regiones del país, en un proceso que nos permite asegurar su calidad y pertinencia para el contexto educativo colombiano. Con estas herramientas, los docentes de inglés y las Instituciones Educativas aportarán cada vez más a la construcción del país bilingüe que deseamos y al alcance de la meta de ser el país mejor educado de la región. GINA PARODY D’ECHEONA Ministra de Educación de Colombia
  • 8.
  • 9. CONTENT INTRODUCTION 1. OVERVIEW OF ENGLISH TEACHING AND LEARNING IN COLOMBIA 2. NEEDS ANALYSIS 3. FUNDAMENTALS OF THE CURRICULAR PROPOSAL 3.1. CONCEPT OF CURRICULUM 3.2. CURRICULAR FOCUS ADOPTED 3.3. CURRICULAR THEMES 3.4. CHARACTERISTICS OF THE SUGGESTED CURRICULUM 3.5. PURPOSES OF THE CURRICULAR PROPOSAL 4. REFERENCE FRAMEWORK 4.1. EDUCATION P.13 P.14 P.16 P.19 P.19 P.21 P.21 P.24 P.26 P.27 P.27
  • 10. 4.2. LANGUAGE 4.3. RELATION BETWEEN THE MOTHER TONGUE AND THE FOREIGN LANGUAGE 4.4. COMPETENCES 4.5. LANGUAGE SKILLS 5. METHODOLOGICAL PRINCIPLES 5.1.TASK BASED LEARNING 5.2. PROJECT BASED LEARNING 5.3. PROBLEM BASED LEARNING 5.4. GRADATION OF APPLICATION OF SUGGESTED METHODOLOGICAL PATHS 6. PRINCIPLES OF ASSESSMENT 6.1. COMPETENCE BASED ASSESSMENT P.27 P.28 P.28 P.30 P.33 P.33 P.34 P.34 P.35 P.36 P.37
  • 11. 6.2.ASSESSMENT FOR LEARNING 6.3.ASSESSMENT OF LEARNING 7.ACTORS OF THE CURRICULAR PROPOSAL 7.1. STUDENTS 7.2.TEACHERS 7.3. SCHOOLS 7.4. PARENTS 7.5. LOCAL EDUCATION AUTHORITIES 8. INDICATIONS ABOUT MATERIALS AND TEXTS ALIGNED WITH THIS CURRICULAR PROPOSAL 9. REFERENCES 10. GLOSSARY P.38 P.39 P.41 P.41 P.42 P.43 P.44 P.44 P.45 P.48 P.57
  • 12. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 12 - I’m going to write down some ideas for the project!
  • 13. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 13 - INTRODUCTION Education is essential for the development of society. It is the responsibility of each Colombian citizen to believe she/he must help to redefine our present and future. In this context, the curriculum and its planning constitute key aspects to building the society we want and, by means of it, to offer equal learning opportunities to all Colombian children. This document aims to provide the educational community and the different actors of society a flexible and open curriculum proposal that acts as input for planning, implementation, assessment and evaluation of the English curriculum in schools nationwide. The suggested curriculum for the English area focuses on grades 6th to 11th of the Colombian public education system and represents a common foundation for the articulated achievement of the goals established by the program Colombia Bilingüe and as a guide for decision- making that leads to fine-tuning the conditions for English teaching and learning, including as a priority carrying out projects in the area that are pertinent to our current and desired realities for our schools. This proposal should serve as a guide for the Local Education Authorities and Schools in the management and inclusion of strategic allies that favor undertaking the actions derived from this proposal. More specifically, it supports teaching directors and English teachers in the definition of what children learn, regarding the English language, in each of the grades; how they learn and how learning is evaluated. Students and parents are given the opportunity of actively participating in the construction and follow-through of the teaching-learning process of the foreign language, in the institution and beyond it. This document has eight essential components comprising the pedagogical, curricular, methodological and assessment guidelines of the proposal as such. They are sorted from general, presenting a brief overview of teaching and learning English and the analysis of the needs that led to this proposal. Then, a theoretical support on which the decisions related to the curricular focus are based on are described, as well as the methodological and assessment focus underlying the proposal. Finally, it describes the actors to which the proposal addresses and some guidelines on the integration of this proposal to school life along with a section of recommendations to select materials. A glossary is included at the end as an aid for readers.
  • 14. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 14 - OVERVIEW OF ENGLISH TEACHING AND LEARNING IN COLOMBIA 1 This chapter begins with a brief overview of the actions and policies towards the strengthening of teaching English as a foreign language in Colombia, particularly from the Colombia Bilingüe Program, in order to provide the reader with context and bases that support this curricular proposal. We suggest that the information herein provided is supplemented with the reading of publications that will be referenced throughout this document, particularly “Guía 22: Estándares Básicos de Competencias en Lengua Extranjera: Inglés” (Guide 22: Basic Standards of Competence in a Foreign Language: English) (Ministry of Education [MEN], 2006a) and “Orientaciones para la implementación de proyectos de fortalecimiento del inglés en las entidades territoriales” (Guidelines for the Implementation of Projects for the Strengthening of English in Regional Entities) MEN, 2014b). Through time, the English language has become one of the most widely spoken languages in the world, giving it a global language status. Given the scope of technology, scientific innovations and the need to strengthen relations between the countries in the world, English has gained importance becoming the common and official language both of business and of international organizations that promote the development of humanity such as the UN and UNESCO. Colombia has not been the exception, as evidenced in the projects created by the Ministry of National Education such as the Colombia Bilingüe Program, which seeks to incentivize the use and strengthening of the English language in all the country’s schools. This is
  • 15. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 15 - derived from the policies of teaching foreign languages established in the General Law on Education of 1994, and more recently, with the enactment of Law 1651 of July 12, 2013, and supplemented with the issuance and implementation of the Basic Standards of Competence in a Foreign Language: English, set forth in Guide No. 22 (MEN, 2006a), which achieved a clear view of what children should be taught within Colombian schools. The current Colombia Bilingüe 2014-2018 program intends to generate actions, in different fronts, such as teacher training, and incentive plans, diagnostic of the language level of teachers, the allotment of didactic material and textbooks, and the establishment of a pedagogical model which includes this curricular proposal. This program is derived from the current Development Plan in which strengthening of the English teaching-learning process plays an important role. Within this proposal it is important to remember the definition of bilingualism, which relates to countless discussions on its conception, as well as the differentiation of related terms such as second language and           foreign language. First, a second language is that which possesses “[...] official recognition or acknowledged function within a country” (Stern, 1983, p. 16), as is the case of the Spanish language for persons of indigenous communities in Colombia. Therefore, foreign language refers to the one which does not have an official or regular use inside the country (Stern, 1983), such as English, French, Portuguese or German, among others, for this country. Although there is a considerable number of influencing foreign languages in Colombia, given the previously mentioned reasons, English is the foreign language to which the national government has committed in order to have a bilingual country that is competitive at an international level. Now, the term bilingualism has had changes in its definition and conception. Bilingual is used to mean a person who is fluent in a second language with the same ability as the mother tongue. The Ministry of National Education (MEN) has updated its understanding of this term and defines it as “the different degrees of fluency with which an individual is able to communicate in more than one language and culture. These several degrees depend on the context with which each person copes” (MEN, 2006b, p. 5). The degrees to which we refer are the competences that an individual has as a function of the four linguistic skills: reading, writing, listening and speaking. The national government encourages and supports quality education, promoting bilingualism as one of its strategies to make of Colombia an internationally competitive country. This is possible with legal support such as the above-mentioned laws, which establish teaching foreign languages as fundamental areas of knowledge in the country’s schools and making emphasis on English as the prevailing foreign language. The MEN, through all its programs that encourage bilingualism, bets on a Colombia where all boys, girls and adolescents of schools have the possibility of being fluent in this foreign language at a level that makes them competent and providing a greater chance of success in the academic and professional fields in the future.
  • 16. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 16 - NEEDS ANALYSIS 2 This section makes a brief overview of the actions taken as basis for designing this curricular proposal. Among other activities, a background and documents review was carried out of the national and international reality that would allow determining the situation of teaching and learning English in Colombia within a macro context. Furthermore, existing academic documents and regional and local proposals were studied that worked as a reference as well as the needs of teachers and students. Several decisions were made in the document analysis, based on the reading and analysis of documents such as Law 115/1994, the National Ten-Year Education Plan, the Educational Goals of the OEI, and the National Development Plan (2014 – 2018). This review allowed defining some notions of values and themes to work on in the curriculum, namely: • Human development, coexistence and citizen participation (goals 1,2,3, 9,10,12); • Construction of the national identity and integration with the world (goals: 4,6,8,10); • Encouraging knowledge (goals 5, 7, 13); • Preparation for work (goals 11,13); • Development of basic academic competences (reading, writing, mathematics and essential basic knowledge) On one hand, they allowed understanding that curriculums must provide comprehensive training and tend towards “the development of the being’s dimensions, the construction of national identity, democracy and access to knowledge and culture, through programs that promote quality learning, research and permanence in the system” (Chamorro, 2015, p.2).
  • 17. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 17 - All these elements are included in this proposal. On the other hand, these documents propose academic strengthening of all institutions but specifically those in which students show lower performance indexes; encouraging self-evaluation processes, continuous improvement, quality accreditation and certification of the school; encouraging research projects, development, innovation and entrepreneurship that transform educational processes and “...a training system that allows students not only to gain knowledge but know how to apply it, innovate and learn throughout their lives for the development and updating of their competences” (p.51). In 2005, the Colombian government established that the country needed “to develop the capacity of its citizens to be fluent in at least one foreign language” (MEN, 2005) in order to insert it in the global economy. In several key sectors of national development, “a potential of ~200 to ~300 thousand additional employees” were identified who required English, while the annual offer of graduates with this profile is only ~12 thousand (Level B2+) (MEN, 2014a, p. 35). This led the Ministry of Education to prepare a plan to implement actions tending towards the improvement of the English level in the Colombian educational system. When analyzing the results of this plan, it is evidenced that the actions implemented have not had a real, long-term impact. When reviewing the results of the SABER 11 tests in its application in 2014, they indicate that 51% of students had a –A1 level, 35 % were at a A1 level, 7 % were at a A2 level and 7% were at a B1 and B+ level” (ICFES, 2015). This shows that progress in terms of English fluency in 11th grade has not been significant in the percentage of high school graduates in a B1 level or better, in the period between 2008 and 2013, since it has only gone from 5% to 6%, results that are way below the 40% expected goal. However, some significant goals must be acknowledged, which have allowed consolidating projects in the area of teaching – learning English in the country. The socialization document of the Colombia Bilingüe Program 2015- 2025 reports that, at the action level corresponding to the regional entities, the schemes for institutional strengthening supported by the MEN have allowed the construction of: “capacities in the sector, both in the local education authorities and normal high schools, and in the bachelor’s degrees in languages and in higher education institutions through their language centers. This effort is seen reflected in the growing interest by institutions in implementing improvement plans and in the decisions consolidated in the last few years to improve English competences at a regional level” (MEN, 2014a, p. 3). To achieve the goals of English strengthening, there are areas in which we must continue to work that relate to: school management, English level of teachers and their teaching pedagogy, the relation between the foreign language and the mother tongue, articulation of English in school and community life, the materials available, the infrastructure conditions to teach English (classrooms, laboratories, libraries, computer rooms, etc.), among others. It is evident that there is “a need to improve the conditions in which teaching and learning occur in Colombia, and a thorough review of the primary and high school curriculums in public schools” (Fandiño, Bermúdez & Lugo, 2012, p. 368). Thus, to transform reality of learning and teaching English in Colombia, more substantial actions are required, such as the implementation of a “comprehensive systemic model that ensures an effective structural transformation” (MEN, 2014a, p. 35), that encourages acknowledging the regional, local and institutional sectors to favor Colombian diversity. This would benefit the configuration of English strengthening projects, pertinent to the present and desired realities of our school, from a local perspective but within national unity or a national system. In this sense, we highlight the work of the “Secretary of Education of Neiva, which in addition to having a strategy for teacher training, has a continuous curricular construction through an exercise of unification of criteria to appropriate standards” (MEN, 2013, p.32).
  • 18. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 18 - Likewise, the Secretary of Education of Medellin led the Expedición Currículo, the first unified proposal of a Studies Plan for public educational establishments that, through questions such as“What should the children of the city of Medellin learn at school? How to guide the curricular design in the school? and What elements does the plan of each area taught at schools of Medellin in each grade contain?”, built a diagnosis of the learning strategies and quality standards they wanted to achieve and proposed 13 booklets presenting the contents of the mandatory areas for grades preschool to eleventh, including the English area (Mayor’s Office of Medellin, 2014). At an international level, we should also mention experiences from countries such as Brazil, Mexico and Costa Rica, which have proven it is possible to aspire to a B1 goal, as the one established for Colombia. All these countries have worked not only on a unified curricular proposal, but have established coherent policies that lead to achieving the goal, involving the other actors in the process. The specific needs of English teachers and students were also reviewed through a process of collection and analysis of data that provided valuable information on the classroom practices in methodology, assessment, use of standards, among others, that serve as input for the design of this proposal. Thisanalysisevidencestheneedtonotonlyhavesolidcurricularstructuresandstudyprograms but also teachers with B2 English levels or higher, who show appropriate methodological and pedagogical strategies with pertinent didactic material that is accessible to all. Likewise, it is necessary to have leaders in bilingualism in the Local Education Authorities, with a clear view of what is hoped to be accomplished, with an ability to summon and appropriate budget management. All this analysis led to the creation of a suggested curriculum proposal for grades 6th to 11th of the Colombian educational system. The hope is to take another step towards the improvement of the quality of teaching-learning processes in the country and, specifically, in the classroom. The creation of this new tool will allow specifying the guidelines and precise actions that transform practices inside and outside the classroom, and therefore the development of communicative competence in English.
  • 19. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 19 - FUNDAMENTALS OF THE CURRICULAR PROPOSAL 3 This section describes the underlying principles of this curricular proposal. 3.1. CONCEPT OF CURRICULUM To understand the basis of this proposal, it is necessary to define the concept of curriculum, a term that has had many interpretations, which shows the ideological position being taken (Kuhn, 1962). This proposal defines the curriculum as “a whole”, a system with components that are interrelated and with the greater context in which it is simultaneously and openly implemented (Bertalanffy, 1968; Morin, 2004) (see Figure 1). STUDENTS PARENTS SCHOOLS LOCAL EDUCATION AUTHORITIES SUSTAINABILITY HEALTH GLOBALIZATION DEMOCRACY ANDPEACE G ENERAL COMPETENCES AND KNOWLEDG E INTERCULTU R A L C O M P E T E N C E S C O M M U N I C A T I V E C O M P E TENCES V A L U E S A B I L I T I E S F O R L I F E Figure 1. Proposed Curricular Design
  • 20. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 20 - This definition includes as parts or components of the curriculum everything that allows its movement or dynamism. Traditionally, these components align with four questions which answers are intimately related and connected with the context: 1. What should be included in the English teaching- learning process? 2. When should teaching-learning be approached? 3. How should teaching-learning be approached? 4. What, how and when should learning be evaluated? Such components arrange a curricular framework having macro, meso and micro relations that, according to Posner (2005), may include the following: • Scope and sequence: describes the curriculum as a matrix of objectives assigned to the grades (sequence) and grouped according to a common theme (scope). • Programs of Study: presents a plan that usually includes fundamentals, themes, resources and evaluation. • Content scheme: indicates a list of topics to cover arranged as a scheme. • Standards: a list of knowledge and abilities required by all students to complete their academic process, as those defined in Guide 22. • Textbooks: educational materials used as teaching guides in the classrooms. • Learning path: series of courses and levels that comprise the program and that the students must complete. • Planned experiences: all academic, athletic, emotional or social experiences that the students experience and that have been planned by the school (p. 13). To understand the suggested curriculum, three levels must be visualized and understood, which include each of the components. These are the macro-curriculum, the meso-curriculum and the micro-curriculum (see Figure 2). Figure 2. The proposed curriculum: Macro, Meso, and Micro. MACRO Curricular, methodological, pedagogical and didactic principles within the framework of English teaching and the current educational policy. MESO Guide 22, CEFR, Scope and Sequence MICRO Curricular structures and implementation alternatives In this case, macro refers to the curricular and methodological principles and theoretical guidelines related to the vision of education, learning and language. Meso refers to the structure of scope and sequence of the didactic progression of the English teaching-learning process by levels of language, grades, number of hours and macro competences that must be ensured for all students in their path through the school as established in Guide 22: Basic Standards of Competences in a Foreign Language: English. Micro refers to the curricular structure proposal by grade. This suggested curricular structure, in turn, is comprised by modules to be developed in each grade, the main learning goal, the basic standards of competences implied, the performance indicators and the related discourse and linguistic aspects. Additionally, methodological and assessment options are suggested which may be implemented in the classroom. The micro level traces possible paths that serve as basis for the discussion with teachers and the school to establish their own map. Each school has the duty of taking this proposal and identifying what is valuable, relevant and pertinent to adapt it to its local reality. We expect the proposal to stimulate particular adaptation processes and to
  • 21. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 21 - be nourished by specific experiences of each school, helping to regenerate it with the specific contributions. Figure 3 illustrates these relations inside the school (see Figure 3). MACRO PEI Relations with the local, regional and national context. MESO Area Plan Relations with other areas, environment. MICRO Micro   curriculum, pedagogical practice, assessment. Classroom interactions. Figure 3. Principles of the proposed curriculum. 3.2. CURRICULAR FOCUS ADOPTED 3.3. CURRICULAR THEMES In the last century, three paradigms related to the curricular focus have been established in the field of education, namely behavioral, cognitive and contextual or ecological. Each leads to a different way to approach the curriculum. The curricular focus of this proposal responds to a contextual or ecological position (Bronfenbrenner, 1979) in which the relations of actors and their surroundings are mutually configured during the interaction. The reality is understood as something that is dynamic and in constant change. The underlying idea of this model is that learning is achieved and socially deepened, meaning, through the interaction promoted and from individual experiences (Vygotsky, 1979; Coll, 1987). A curriculum derived from this model (Freire, 1979; Grundy, 1998; Kemmis, 1988) is inclusive and open, privileging horizontal and equal socialization in the classroom and in life outside the classroom. Transversality is conceived as the construction of dialogues between disciplines, determined in the different courses in a holistic way. By encouraging transversality, a multidisciplinary approach of social, ethical and moral problems present in the context is promoted, and the school, family and sociocultural context is tied in a dynamic way to the comprehension of these dilemmas (MEN, 2014b). In this curricular proposal, a bridge is proposed between the academic, scientific and everyday scopes through fundamentalissuesthatguidetheworkandareestablished in Art. 14 of Law 115/1994. For this, sub-issues or topics corresponding to the following transversal issues have been selected: Environmental/Sustainability Education: This topic will be approached in relation to the development of tasks, projects and problem situations that generate an ethical conscience on the preservation of the environment with the intention of encouraging responsible behaviors. Within this point there are topics related to conservation, protection and recovery of the environment; prevention This focus acknowledges diversity of relations between the curriculum and the context, as well as between itself and its parts. It visualizes the uncertainties derived from these complex relations, the multiple ways of determining them and, therefore, of configuring the curricular proposal. Furthermore, it includes the comprehension of diversity and equity, meaning, “it cannot be summarized in a master word, (...) it cannot be carried back to a law, (...) it cannot be reduced to a simple idea (...)” (Morin, 2004, p.21-22). This focus leads to assume as fundamental curricular themes, the transversality, the sociocultural focus, diversity and equity. These terms are defined below in the framework of the suggested curriculum:
  • 22. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 22 - and decrease of the impact of human beings on the environment; considering all forms of life; sustainable human development, etc. Sexual/Health Education: Focuses on activities that promote taking care of the body in all its dimensions, prevention as a road towards lasting health, acknowledgement of the dignity of every human being, the value of different forms of life and the experience and construction of peaceful, equitable and democratic relations. In this sense, for example, topics related to sexuality and the cycle of life, sex and gender, self- esteem, among other topics can be discussed. Construction of Citizenship/Democracy and Peace: This topic will facilitate the use of the language to achieve consensus and reflect on the role of students in favoring peaceful coexistence, promoting ethical values and their capacity for conciliation. Topics related to human rights, the political constitution, the legal and judicial framework, the code of childhood and adolescence, the Colombian democratic system, student participation, bodies of citizen participation, among others can be discussed. Globalization: This topic intends to promote the understanding of the place each person holds in the current world, the value of one’s own culture, their role in development of the identity of students and their capacity of understanding other cultures. Issues related to the impact of local, regional and world culture on the personal and social practices and activities will be discussed. The use of these transversal topics as points of knowledge will favor the development of an integral training of students, through the development of communicative competence in a foreign language. Modules are proposed for each grade, making emphasis on the topics derived from these macro issues, so that the student may use the language to transmit a real message in a given context. The approach of these types of themes helps the holistic training of the students and enables their capacity of establishing relations between different issues, making an analysis of the same and proposing new ideas resulting from their learning, using English as the mean to communicate them. Some topics related to the macro transversal issues have been selected for this proposal. However, each school may select the topics that are more important and pertinent to the specific needs of their students and communities. Learning English under this proposal is guided by the following ideas: • Language as a means of communication and construction of meaning. • Language as semiotic system that favors discourse construction and several types of text genres. • Learning languages as a social phenomenon that includes cognitive, affective and interaction processes (Bandura, 1992; Halliday & Hassan, 1989; Hymes, 1972; Vygotsky, 1978). Considering the above, the vision of this curricular proposal regarding learning languages focuses on the sociocultural theory, which prime example is Vygotsky. This author suggests that learning originates within social activities developed in a plane that is external to the individual and that promotes cooperative environments (Vygotsky, 1978). In accordance with this vision, learning English must be focused through practices that privilege interaction. Learning, in general and particularly a foreign language, is done when individuals interact among each other and when they cooperate with others. Through this interaction, persons recognize existing models in the culture, specifically the culture of the foreign language being studied, as a way to approach another. Therefore, as proposed by Johnson (2009), cognitive development THE SOCIOCULTURAL FOCUS IN THE TEACHING-LEARNING PROCESS
  • 23. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 23 - DIVERSITYAND EQUITY of individuals cannot be separated from the social, historical and cultural context, wherein learning occurs. Following the same line as Vygotsky (1978), Bandura (1992) establishes that learning is social. According to this author, individuals acquire new behaviors when observing and trying to replicate what others do. Thus in this proposal, we hope students can “notice”, with the help of the teacher, certain aspects of the language to attempt to integrate them in their learning during the interaction that gives it sense. These focuses privilege the construction of meaning by the students through the explicit and structuring mediation of the teacher. This construction is achieved when teachers create interactive scenarios in which students use the language in situations of communicative exchange, framed within the context that is as authentic as possible; meaning, the use of the language is done in a functional manner in scenarios that are similar to everyday life (see Figure 4). Diversity and equity are also transversal points of this proposal since they imply the way in which we position or are positioned in relation with other human beings. This curricular proposal calls on the Local Education Authorities, Schools, their teaching directors and professors, to promote the rights of Colombian boys, girls and young people. They must ensure that all of them have the same opportunities and live significant experiences tending to reach the learning goals proposed in the road towards their integral human development. A curriculum for diversity implies a separation from the traditionalandrigidteaching-learningprocesses.Itimplies accepting the diverse forms of life, learning, teaching, and the expansion of ways to evaluate learning. This proposal makes an invitation to reconsider the teaching processes in favor of acknowledging the Colombian students as a legitimate “Other” (Magendzo, 2014). Also important is the acknowledgement of diversity as a rule for human coexistence and acknowledgment of the “Other’s” equality as an ethical commitment. The axis of diversity suggested by this curriculum not only implies thinking in Colombia’s’ cultural, demographic and geographic heterogeneity, but it is also a call to understand the teaching of a foreign language as a meeting point of such elements, that interact in harmony from communication. In this sense, the goal is the development of communicative competence in English and, in turn, intercultural competence that not only takes characteristic elements of culture of the target language, but that also promotes and values Colombian culture. Considering this vision, this curricular proposal tends towards the development of communication in situations where the use of language is important, encouraging the use of the patterns of the language that is being learned. This is materialized through the creation of areas of THE COMMUNITY Establish strategies for environmental conservation. THE WORLD Discuss worldwide cultural characteristics. THE CLASSROOM Design a plan for conflict resolution in the classroom. THE INDIVIDUAL Establish a healthy personal care routine. Figure 4. Example of Horizontal Alignment construction around the defined theme axis, specified in topics close to the reality of the students and on which they have ideas to share when completing tasks, projects or solving problems with the explicit mediation of the teacher.
  • 24. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 24 - To justify why equity is one of the bases of this suggested curriculum, it must also be acknowledged that today English teaching and learning processes in the country’s schools have not demonstrated the expected results. This acknowledgement is the first step to beginning a path of joint construction that guarantees that the learning experience is good for all and not just for a few. Equity as a Human Right is a factor that is promoted by the National Constitution of 1991 and, in this suggested curriculum and its derivative components, it is materialized as a tool that will guarantee the effective enjoyment of the right of all Colombian students to quality education and equal opportunities. This will occur insofar as the organization of goals, objectives, contents, learning standards and other elements of teaching and learning English are arranged in a sequence and focus pertinent for the students, their institution, their region, the country and the world. The above allows visualizing this suggested curriculum as an open letter towards the constitution of basic rights of English learning, which are solidified in the conception of principles and curricular structures, suggested methodological and assessment routes that are articulated in the specific, general and global context. In order for the curricular proposal to be equitable, we must establish what are the learnings that are considered valuable by all students and those to which they are entitled, to ensure that each of them has the same opportunity to develop the necessary capacities and abilities to build a better country and face the demands of the contemporary world. In addition to these curricular points, this proposal also has particular characteristics that relate to the them. These qualities are described below. This curricular proposal has been conceived from a perspective of the particular needs of Colombian schools, which are varied. Thus specific qualities have been defined that predict the opportunity of being integrated into school life in different contexts, but with the same direction in the English teaching-learning process. The first characteristic to highlight is flexibility. This is understood as the possibility schools have of building the knowledge that feeds the curriculum, focusing on learning that is relevant to the real, dynamic and changing contexts of each (Lemke, 1978; Magendzo, 1991, 1996). As was mentioned, this curriculum, although having established fundamentals, may be materialized in different ways considering the context particularities of each school. Each institution will be responsible for defining how to approach this process. The second quality is adaptability. This is intimately related to flexibility and it is understood as the capacity of school to appropriate this curriculum proposal and keep it valid and pertinent, adapting it to its environment and reality (Lemke, 1978; Magendzo, 1991, 1996). To implement this proposal, the conditions of each school should be considered regarding internal projects of bilingualism, weekly hour intensity of the class, teachers, students, among others. Again, the school shall analyze the suggested curriculum and determine how it will be implemented. These two characteristics give the school the chance to carry out, through its participating actors, the review of its PEI components in order to take a position on the actions derived from the implementation of the proposal. For example, the component of fundamentals that defines the vision of education and language; the pedagogical 3.4. CHARACTERISTICS OF THE SUGGESTED CURRICULUM
  • 25. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 25 - and curricular component that defines the pedagogical focus of the Institution, its methodologies, the studies plan, among others, must be reviewed to determine the adjustments to be made. Another component that is susceptible of review is the community component that refers to the relation of the school with the environment. The school must review whether the transversality suggested by this proposal merits the proposal of new projects that encompass the community in which it is developed. Another distinctive trait is that regarding the development of 21st century abilities, since the intention is to provide opportunities to the students to develop necessary competences to live in the 21st century such as those proposed by Trilling and Fadel (2009): • Learning and innovation, which includes critical thought and problem solving, communication and cooperation; and creativity and innovation; • Digital literacy, including information, media and ICT; • Abilities for work and life, including flexibility and adaptability, initiative and self- direction, productivity and responsibility; • Leadership and personal responsibilities. These abilities are included in the topics discussed, in class activities, in homework, projects and problems developed in order for them to be adapted to everyday life as citizens. Together with the defined positions, another characteristic of this suggested curriculum relates to the decisions on how to organize and sequence the curricular structure. Consequently, the teaching and learning topics derive from homework, projects and problems. Such topics are arranged in a spiral and cyclical structure. This ensures that they unfold and are resumed several times, each time with greater depth and in connection with new topics, projects and problems (Moss, forthcoming p.71). Some advantages of this arrangement are: • Help the student develop a more organic knowledge basis, establishing relations between different aspects of their knowledge. • Allow students having trouble with a particular topic to make new attempts at understanding and assimilating the issue (Moss, forthcoming, p.71, translation of the authors). The transversal themes are evidenced in specific topics for each of the academic periods. This allows recycling abilities, vocabulary and grammar in a logical progression in each grade. The spiral nature is also present at a thematic level since, as was said for the transversal themes, these are resumed in each grade allowing for a deeper approach to the same. Lastly, this suggested curriculum has a proportional organization of abilities that is in accordance with the changing needs of students and their intellectual development, their level of autonomy and the competences they have developed. In each grade, the homework, projects and problems promote receptive and productive activities, making greater emphasis on oral competences (listening and speaking) in the initial grades and, in gradual progress, reading and writing are included and become more complex in medium and advanced grades. It should be highlighted, however, that each school must value the pertinence of this proposal organization for its particular reality.
  • 26. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 26 - 3.5. PURPOSES OF THE CURRICULAR PROPOSAL This curricular proposal pursues several purposes: • Propose a bridge, an open document that works as input for the discussion of educational communities around common aspects that must guide the development of communicative competences in English in the regions, cities and municipalities. • Visualizethecurricularcomponentsandbasiccontents and minimum teachings to which Colombian boys, girls and adolescentsare entitled. The intention is to stimulate the discussion on the possibilities or rearranging and adapting them to the context. • Suggest, as a proposal, a structure of general progression by levels of language, grades, number of hours and macro competences that must be ensured for all students during their time at the school. • Generate awareness in quality coordinators, bilingualism leaders, teaching directors, teachers, students, mothers and fathers on the need to approach English learning as a dynamic, continuous, progressive and planned process that requires ensuring resources and the commitment of each. • Propose a curricular structure and suggestions for staging in order to take theory to practice. Thus, the intention is to illustrate the internal coherence of the proposal evidencing how each component reflects the theory, and contains the others in a coherent way. • Stimulate creativity and reflection and critical position of the school and the teacher as designers and mediators of important, pertinent and changing learning scenarios. • Generate feedback processes in which understanding, success and difficulties feed the proposal to reconfigure it and adapt it in a continuous manner. • Ensure through this general curriculum proposal an equitable treatment for all the population and especially focused on the population “exposed to exclusion, poverty and effects of inequality and all types of violence” (MEN, 2006a, p. 10). In summary, this curricular proposal as a guiding, suggesting, open and flexible document puts in the hands of the schools, teaching directors and teachers the responsibility of making specific curricular decisions that condition it to the own educational reality. A curriculum, as proposed, is an invitation to harmonize it with the educational community context, with the PEI and existing initiatives. The reference theoretical framework is presented below, which supports the suggested curriculum for the reader to understand why the decisions are made.
  • 27. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 27 - REFERENCE FRAMEWORK 4 From a theoretical point of view, the proposed curriculum feeds from a vision of education, language and learning that give sense and coherence to the practical decisions derived from these theoretical principles. By reading this chapter, the reader has the opportunity to understand the structure on which the suggested curriculum is based. Education is understood as an instrument of change that allows creating more equitable societies. Thus, it always plays a predominant role in the social and economic agendas of countries and governmental and non-governmental entities that intend to minimize the gaps that exist in the different communities. This proposal is based on the assumption that education must facilitate knowledge (Dewey, 1938) and the analysis of possible answers to the questions that guide human development using varied methods and perspectives (Bilmaria, 1995). Likewise, this vision of education is based on concepts derived not only from pragmatic thinking but from postmodernist thinking. These propose learning experiences planned through systematic exploration processes that contribute to the development of knowledge from practice and the plurality of points of view that allow answering the complexity of problems (Aldridge & Goldman, 2007). The pragmatic vision perceives a democratic society in which approaching answers is done through a systematic process. Postmodernism looks for knowledge through multiple paths and considers to be in constant change (Gutec, 2004; NZCER, 2009). A citizen not only needs to understand the humanistic elements of life and experience, but also must be able to give rational answers to these experiences. Every curricular proposal in the area of foreign languages needs to establish a vision of language that supports such construction. For this case, it is necessary to determine that language has a social function and must be understood as an instrument of interpersonal communication that helps the individual to represent, interpret and understand the world. The more general concept of language is that which defines it as “written and oral 4.1. EDUCATION 4.2. LANGUAGE
  • 28. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 28 - expressions with describable relations, of form and meaning, that coherently relate to a communicative function or purpose addressed to a conversational partner or audience” (Celce-Murcia and Olshtain cited by Kumaravadivelu, 2008, pp. 7-8). This definition must be added to the fact that these expressions are immersed in a social, historical and cultural context that give them meaning. It is a dynamic system that emerges and self- organizes considering its most frequent use in different levels from the individual to the social interaction. Beckner, Blythe, Bybee, Christiansen, Croft, W., et al. (2009), in an abbreviated way, define language as a complex and dynamic system that adapts according to the context, user and other factors that affect it. In summary, for this curricular proposal, language is envisioned as a dynamic, non- linear system that allows representing, interpreting and understanding the world and that is composed of several competences and functions. It is a system that adapts to contingencies and that takes advantage of new constructions of meanings originating in varied interactions in which it is used allowing new understandings to arise. Therefore, in this proposal, decisions related to the sequence of linguistic, functional and discourse aspects of language will be more in terms of students needing to know and knowing how to use it to communicate in specific situations and not in the order followed by traditional curricula. 4.3. RELATION BETWEEN THE MOTHER TONGUE AND THE FOREIGN LANGUAGE 4.4. COMPETENCES In this curricular proposal it is important to visualize the relation between the mother tongue and the foreign lan- guage. Nussbaum (1991) notes that the mother tongue acts as a facilitator in learning a foreign language. This vision is deepened in the work of Ordoñez (2011) who ar- gues that the English teaching process must be comple- mented through the comparison with Spanish, such that students can understand how both languages work by After showing the social nature of learning and the vision of language as a mediator and building axis of meaning and not as a course of study in learning a foreign langua- ge, this curricular proposal highlights the importance of developing the communicative competence in students. Likewise, given the integral nature of learning and the transversality of issues approached, the use of competen- ce and general knowledge is also encouraged, essential throughout every significant learning process. The word competence does not refer to a new notion. Although since ancient times it was related to the labor context, more recently, in the last few decades, it is used in the field of education and professional training. Answering to the mentioned focuses, the MEN defines competence as “the knowledge, abilities and skills a person develops to understand, transform and participate in the world in which he lives” (MEN, 2009, 1). In turn, it establishing similarities and differences between the two. This curricular proposal gives value to the relation be- tween the two languages understanding it as an inter- connected learning process in which the student may use both to represent, interpret and understand the world. Thus there is a correlation with the Basic Learning Rights (DBA) of language, which are the tool designed by the MEN for all the Colombian educational community, which identify “basic knowledge that must be learned in each grade in school” (MEN, 2015). This correlation between the two languages reflects on the construction of structure. A comparison was establi- shed between similar standards and basic rights in each grade, to work, in parallel in both languages, seeking to develop the same competences, without ignoring that the foreign language has less development.
  • 29. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 29 - Communicative competence is the ability to interpret and represent different social behaviors in an appropriate way, within a certain language community (Canale & Swain, 1980). Hymes (1972) defines it as the ability to use knowledge of a language in different communicative situations. Guide 22 includes a chapter that teachers may review. Communicative competence incorporates other competences in itself. It is necessary to discuss linguistic competence, which makes reference to the knowledge of lexical, syntactic and phonological aspects of language. Knowledge of these aspects must be obtained within different social contexts developing the sociolinguistic competence (Hymes, 1972) which “refers to the knowledge of social and cultural conditions that are implicit in the use of the language” (MEN, 2006, p.12). Likewise, for Hymes (1972), communicative competence includes others such as the discourse and functional competences that relate to the knowledge “both of the linguistic forms and their functions and the way in which they are linked together in real communicative situations” (MEN, 2006, p.12). Together, these two are called pragmatic competence because they correspond “to the functional use of linguistic resources” (MEN, 2006, p.12). Another important competence, which some authors such as Canale (1980) consider part of the communicative competence, is the strategic competence. This makes reference to the capacity of using different resources to try to communicate successfully with the intention Given the intercultural nature of learning languages, it is necessary to approach, from this curricular proposal, a competencethateverydaygainsgroundintheeducational field: intercultural competence since, in addition to being related to education for ethnical and cultural diversity constitutionally acknowledged in Colombia since 1991, there is a dialogical relation between the culture inherent to the language being learned and the specifies a comprehensive vision of a competent student establishing what an individual must know, know how to be, know how to do and know how to relate, “in specific situations that require creative, flexible and responsible applications of knowledge, abilities and attitudes” (MEN, 2006a, p. 12). For this document’s specific case, it is necessary to approach two types of competences inherent to learning languages: the communicative and the intercultural. COMMUNICATIVE COMPETENCE INTERCULTURAL COMPETENCE of overcoming possible limitations that are derived from the level of knowledge of the language. Bachman (1990, pp. 107-108) defines it as the competence that allows performing “functions of evaluation, planning and execution to determine the most effective methods to achieve the communicative goal.” This competence is developed in different dimensions: the cognitive that refers to the capacity of integrating new knowledge on the topic; the metacognitive that relates to the individual ability of monitoring and self- directing learning, and the socio-affective that includes perceptions of the students on their process, language and motivation, among others. This curricular proposal favors the explicit integration of the use of strategies in the learning process, highlighting that each individual uses different tactics to reach the same goal. In conclusion, this proposal looks to promote transversal competences applicable in different contexts, that are obtained through the development of communicative competence, such that the user of the language has the capacity to interact effectively in different contexts and taking on different situations and realities. However, communicative competence may not be developed in an isolated m but must be integrated to other aspects that transcend the school environment and affect the capacity of interacting in a foreign language. Thus, intercultural competence also plays an important role in this suggested curriculum.
  • 30. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 30 - individual culture,an Aspect that should be considered in teaching-learning processes of a foreign language. Malik (2003) defines it as “the knowledge, abilities or skills and attitudes a conversational partner / intercultural mediator must have, supplemented by the values that make part of a certain society and the numerous social groups to which we belong” (p. 15). The development of this competence is not approached from a point of view of considering the other culture as superior or better. It is focused from a vision of familiarity with the new culture and approach towards the same to encourage processes of respect and valuation of diversity, in which similarities and differences with one’s own culture are acknowledged. In this proposal, development of the intercultural competence is proposed as of the experience of the students, teacher mediation in the sociocultural reality in which they live, including internal, inter and intragroup conflicts, agreements and disagreements at the social and cultural level faced by them. Students must also develop knowledge and abilities that allow conceptualizing, interiorizing its exercise and assuming a commitment and conscience that, as noted by Albó (1999), allows “relating and communicating amongst themselves in a positive and creative way, based on the cultures of their surroundings and respecting their diverse identities” (p. 107). All these competences are specifically materialized in the use of the language and, in turn, it is evidenced through the abilities of the language, thus it is necessary to define how such abilities are comprised in this proposal. 4.5. LANGUAGE SKILLS Language abilities are at the core of developing communicative competence in English. The competence is evidenced through them. In this proposal, the abilities are understood in an integrated way and mutually support each other, privileging the use for purposes of authentic communication. This vision emphasizes the integrated development of the abilities to build discourse competence that allows students to achieve their communicative purposes in several contexts (Uso & Martínez, 2006). The approach of these abilities is suggested as a process that follows three stages (before - during -after) although without ignoring the recursive nature of the same. This allows promoting its mediated and gradual development in significant communicative situations. In the before stage students are involved and their prior knowledge of the communicative context is activated. In this stage, several types of activities are carried out such as presenting the topic to be discussed, establishing the communicative goals, the audience, the characteristics of the type of interaction or communicative situation and the relevant vocabulary, for example. The during stage, generally includes a series of more detailed tasks and activities that activate linguistic, pragmatic and intercultural aspects and the way they affect understanding the communicative issue or the situation in question. In this stage, opportunities to exercise and use the abilities in a mediated and structured way are provided. Finally, an after stage in which students reflect and discuss the implications of the situations for their context, they make connections with other abilities and expand their opportunities to exercise them. To be able to evidence the level of performance achieved by the students in their language abilities, national and international frameworks have been established which, for this proposal, work as reference to establish national and international goals. These frameworks are established in the following section.
  • 31. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 31 - Two reference frameworks (international and national) were considered to prepare this document, which are the basis to outline language programs in Colombia. In the international framework, we highlight the Common European Framework (CEFR) adopted by the MEN as its reference to compare English learning in the country with international standards. This document was developed by the Council of Europe and “provides a common base for the preparation of language programs (...) throughout Europe” (Council of Europe, 2001, p. 1) This framework describes what must be learned and the skills and abilities that must be developed by students to effectively communicate in the language. NATIONALAND INTERNATIONAL REFERENCES GROUPS OF GRADES CEFR LEVELS LEVELS FOR COLOMBIA Tenth to Eleventh Eighth to Ninth B1 B1.2 Pre- intermediate 2 B1.1 Pre- intermediate 1 Sixth to Seventh Fourth to Fifth A2 A.2.2 Basic 2 A.2.1 Basic 1 First to Third A1 A1 Beginners Table 1. List of standards per group of grades and CEFR levels. Likewise, it defines six levels of language proficiency that indicate progress in learning the same. In the national scope, we highlight Guide 22: Basic Standards of Competences in Foreign Languages: English, which defines clear and public criteria to establish the levels to which boys and girls of Colombia are entitled (MEN, 2006a). This document is articulated with the CEFR because it establishes “what students must know and be able to do to demonstrate a B1 level proficiency at the end of eleventh grade” (MEN, 2006a). This means that the same CEFR scale was adopted related to the denominations usually used in Colombia, as indicated in Table 1. The standards are structured by groups of grades (see Table 1). They are organized in a general descriptor that offers information about what students should know and know how to do at the end of each grade. These are broken down into five columns that specify some specific descriptors per language ability. These specific standards are related to the communicative competences (linguistic, pragmatic and sociolinguistic) which they expect to develop.
  • 32. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 32 - For the specific case of this curricular proposal, and acknowledging the particular characteristics of the Colombian educational context, the relation of standards with school grades shall be the following (Table 2): GRADE LANGUAGE LEVEL HOURS ASSIGNED VS. HOURS RECOMMENDED TO LEARN ENGLISH NUMBER OF HOURS PER WEEK AND PER YEAR RECOMMENDED CUMULATIVE 6 A1 3 Hours X 36 90 108 7 A2.1 A2 3 Hours X 36 200 108 216 8 A2.2 3 Hours X 36 108 9 B1.1 B1 3 Hours X 36 375 108 324 10 B1.2 3 Hours X 36 108 11 B1.3 3 Hours X 36 108 Table 2. Relation of CEFR with school grades in Colombia. Table 2 is based on chart 5 of the document Guidelines for the Implementation of Projects for the Strengthening of English in Regional Entities (MEN, 2014b). Table 2 of this proposal reassigns the CEFR levels in grades 6th to 11th, given the well-known difficulty of having solid processes of foreign language learning during primary. In general, English is taught in grades 6th to 11th, on average 3 hours a week. One school year has 40 weeks of which only 36 are of real class contact. Based on this information, the following calculation is done. 6th grade has a total of 108 hours a year. According to documents such as the Guidelines, 90 hours of instruction are recommended to achieve level A1. This means that the 108 hours taught during 6th grade allow achieving level A1. Likewise, 200 hours are recommended to achieve level A2, the reason why this level is worked on in grades 7th and 8th with a total of 216 hours. Level B1 is developed in 375 hours, thus it is pursued in grades 9th, 10th and 11th for a total of 324 hours, which are not the total of hours recommended but allow coming close to the B1 goal in a more realistic fashion. Going back to the diversity axis and the characteristics of flexibility and adaptability, the intention is for each institution to make the necessary adjustments to implement this proposal. This means, those with a greater intensity of hours may surely aim to achieve the total goal of a complete B1, while those institutions withfewer hours a week shall evaluate mechanisms to assign the English class this minimum intensity of hours a week and establish actions for these defined times to be met.
  • 33. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 33 - METHODOLOGICAL PRINCIPLES 5 This curricular proposal favors the methodological focuses that encourage the capacity of students to self-guide their learning process. These focuses center on the development of tasks at the initial levels and in the gradual insertion of projects and problem solving in middle and high school grades. These are options that can be adapted to the learning needs of boys, girls and adolescentswith the potential of helping to promote their development in growing levels of complexity and autonomy. This focus is based on the development of tasks that offer a variety of communicative activities (Ellis, 2004) that favor the use of English to communicate ideas making greater emphasis on fluency instead of grammatical accuracy (Brumfit, 1984). There are three moments (Skehan, 1996): 1. Before the task: The teacher presents a context for the task, for example indicating the topic, situations, lexical areas and oral or written texts that the students might need to develop the task successfully. The intention is to awaken the interest and motivation of the students. 2. During the task: The purpose is the natural communication more than grammatical accuracy. Students work in pairs or groups to fulfill the task assigned. When they finish, they may present their conclusions to the group or use another type of closing, since completing the tasks is essential. During the process, the teacher supports and monitors the students’ activities and takes note of the emerging needs: the lexical phrases, the “chunks” of language used or not used or other important aspects to be approached in the third phase. 3. After the task: from the observations made at the previous time and after fulfilling the task, the teacher takes time to go over specific and common problems detected in the students during development of the task (i.e. pronunciation, lexical phrases, phrase structure, etc.) to clarify and answer questions and difficulties. 5.1. TASK BASED LEARNING
  • 34. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 34 - STAGE SUGGESTION Before the task • Development of a similar task. • Make a plan to develop the task through brainstorming, concept maps. • Present language functions that will serve as basis to develop the task. • Explain why and what for. • Observation of a model. During the task • Request for clarification among members of a group and between the students and the teacher. • Monitoring by the teacher during development of the task with explicit correction. • Constant follow-up to identify difficulties. After the task • Present the execution of the task and the results obtained • Reflect on the development process of the task. • Feedback Table 3. Examples of activities by stages. Note: Adapted from Ellis (2004) and Prabhu (1987). Teaching and learning based on projects requires a little more time to prepare and develop the class, and focuses on student learning in a fun, holistic, democratic and motivating way. In this type of approach, students actively work planning, evaluating and developing a project that is related to the real world and where language is used as an instrument to carry it out (Martí, 2010). There is 5.2. PROJECT BASED LEARNING 5.3. PROBLEM BASED LEARNING an advantage, mainly, due to the fact that the students develop communicative competences by completing significant activities since it is necessary to use a foreign language authentically and in contexts that are relatively real. For example, if the project focuses on the area of health, all activities must be focused on developing stages that lead to a final project on the topic. Students may work in pairs or groups and need time to investigate, gather, analyze and use information. The teacher’s role centers on providing support in solving the need of the project and motivating the students in the use of the language when they need it. Projects may be presented in a variety of formats depending on the negotiation between the students and their teacher and taking into account the nature of the project. Ogle (1986) proposes a scheme to activate students’ knowledge and help them plan and reflect about their learning. This tactic is known as KWL (Know, Want, Learn). First, the K (Know) helps students explore what they already know about a central topic. Second, the W (Want) makes them think about issues or topics they would like to learn about related to the project they are developing; and the L (Learn) gives students the opportunity to reflect about what they have learned. Through projects, cognitive, socio-affective and metacognitive strategies are articulated giving boys, girls and adolescentsthe opportunity to have significant learning experiences. Teaching and learning based on problems mainly focuses on the student and his ability to apply the knowledge he has and that he acquires in the solving of problems that are similar to everyday life (Barrows & Meyers, 1993). Through this focus, students use language as they act, interact and communicate.
  • 35. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 35 - 5.4. GRADATION OF APPLICATION OF SUGGESTED METHODOLOGICAL PATHS Having presented the three methodological focuses that may be used to bring this proposal to fruition, it is necessary to indicate that for its implementation it is proposed to integrate them in a gradual and sequential way, beginning with greater emphasis on the focus of tasks in the initial grades (6th and 7th), moving to a combination of tasks and projects in the middle grades (8th and 9th) and favoring projects and problems in the last grades (10th and 11th), as preparation for the academic demands of college life (see Figure 5). This sequential order is recommended because it is in accordance with the growing levels of cognitive, personal and social development of the students, who by making progress in their formation also move forward in the development of negotiation skills and acceptance of different points of view, as well as conflict resolution. However, and given the flexibility of this proposal, each institution has the capacity of defining the integration sequence of these methodological focuses in a way that adjusts to their particular characteristics. Methodological focuses facilitate the implementation of the curriculum and are key when deciding how to determine whether the students have developed the expected competences. It is thus also necessary to present some recommendations on how to approach the evaluation process of the students, done in the following section. With this methodology, students develop a critical attitude towards life, as well as potentiate their capacity to relate to others in the search for joint solutions. The importance of this focus is found in the use of the foreign language as a mediating or articulating instrument to solve a problem, while the communicative abilities are developed, which represent the main goal. Problem solving centers on the student who, by researching the problem proposed, integrates theory and practice, applies his own and newly acquired knowledge, and develops skills to face the different obstacles. The question or problem generally does not require having previously planned activities; a commitment of the teachers is needed to facilitate and guide the process, to promote autonomy, flexibility in the investigation and allowing the students to make their own decisions. The ability to solve problems encourages the development of social learning and cooperation skills, which, together with the capacity of communicating and negotiating are considered 21st century skills. 11 PROBLEMS 10 9 PROJECTS 8 7 TASKS 6 Figure 5. Suggested Methodology Paths
  • 36. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 36 - PRINCIPLES OF ASSESSMENT 6 Assessment is inherent to education since both the student and the teacher want to know the progress of learning made as a result of the proposed process of teaching-learning scenarios. Pastor (2003) defines it as the systematic gathering of information to make decisions (p.3). It is a practice that allows the teacher, among other actors, to detect difficulties and plan the achievements of the students in a deep way, a focus preferred in this proposal. When designing a curricular proposal some questions must be answered, such as what does assessment mean, what is the method to follow, how is this process integrated into the curriculum, what will be evaluated and with what criteria (Pardo, 2003)? This curricular proposal prefers diversity and access to opportunities for all and, together with the vision of education, proposes a model of evaluation that promotes student learning and that, at the same time, provides the inputs for the teacher to make informed decisions on the learning progress. This proposal suggests the assessment not only based on the evidence of what the students can do (Learning) but going beyond, attempting to follow-up on what happens in the classroom (Asssement for learning), evidencing the achievement of the competences undertaken (Competence based assessment). These three concepts are defined below.
  • 37. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 37 - 6.1. COMPETENCE BASED ASSESSMENT This proposal is supported on Guide 22, Basic Standards of Competence in a Foreign Language: English and in methodological principles centered on the student. Consequently, it is necessary to evaluate in order to reveal what the students know, know how to do and know how to be in a context of their relations with others “in situations that require creative, flexible and responsible application of knowledge, abilities and attitudes” (MEN, 2006, p. 12). Thus, assessment becomes support for the development of the competences promoted. The standards propose the competences or skills that the student must achieve by grade in order to demonstrate a certain level of performance that is in accordance with CEFR. The learning indicators provide descriptors that can be observed and measured based on what the student must know or can do as a result of an educational experience. Assessment, coherently, must be as authentic and significant as possible, both in its design and in its application, and provide much more evidence of development of the competences than a traditional objective test. Cano (2008) summarizes this indicating that this type of assessment “makes it necessary to use several instruments and include different agents (p. 10)” in order to evidence the students’ achievements. Competence based assessment implies the creation of means of application in which the students can practice the language in different situations to provide information on their progress and areas to improve. Although there are several ways to evaluate competences, the review of comprehensive performance fits well with the methodological paths for learning based on tasks, projects and problems, and with the assessment for learning since each provides spaces to work on the student’s learning process several times during the process itself. By including the competences in each aspect evaluated, the students will always know their real performance and what they need to improve. Integrated performance assessment, created by the American Council on the Teaching of Foreign Languages (Glisanetal.,2003),includesthreemodesofcommunication and teachers would select specific tasks to evaluate according to the subject (Tedick and Cammarata, 2014). The three modes: interpersonal, in which the student is encouraged to use bidirectional communication, spontaneity and negotiation of meaning through oral or written communication; the interpretation mode, in which the student uses unidirectional communication in the use of authentic material to improve reading and listening; and the presentation mode, in which the student uses unidirectional communication to practice speaking and writing focused on form. Through an inverted design, teachers can use the transversal topics presented in this proposal to create several types of instruments of assessments and rubrics to evaluate linguistic competences based on performance indicators, functions of language, and the proposed objectives. For example, within the health module, for the interpretation mode, students could learn about emerging diseases in their particular area of the country and take notes and create a diagram, then, during the interpersonal mode, they could be assigned a partner to present a plan to prevent these type of diseases from spreading in the community. Assessment must provide students the opportunity to relate to their peers and generate real and valuable evidence, both of the learning achieved and that not achieved. Furthermore, it must reinforce the certainty that what they are learning is valuable for their daily life and their future identity. It must provide evidence of the
  • 38. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 38 - level of development of the competence reached by the student. It must be aligned with the competences providing possibilities of “deploying them in specific situations that require creative, flexible and responsible application of knowledge, abilities and attitudes” (MEN, 2006, p. 12). Competence based assessment must help students understand their own progress and the learning process. To carry out such evaluation, instruments and rubrics are needed that define clear criteria and that are easy to use and interpret by the teachers, students, teaching directors and parents. The competence based assessment becomes an opportunity to know and support learning of boys, girls and adolescentsduring their educational process. Assessment for learning is formative and provides opportunities to monitor the progress of the students and the level of comprehension of the subjects. This type of evaluation is defined as a “continuous process of information gathering on the scope of learning” (Council of Europe, 2001, p. 186). This information must be used as input to plan the course and feedback for students. We recommend that what is seen during this type of assessment is considered by the teacher when giving out grades for the students’ performance. Thus, it helps the teacher and the student to detect specific needs or lack in learning, which can lead to the necessary adjustments in the teaching practice. Assessment for learning promotes learning goals for life, increases student performance and improves equality among the learning indicators and opportunities to learn. This type of assessment can be evidenced in instances of self-evaluation, peer-evaluation and co-evaluation, concepts that are defined below (see Figure 6). Self-evaluation is done when the student reflects on his learning (Sluijsmans, Dochy, & Moerkerke, 1998). By making this reflection the student is capable of making judgments on his learning habits, strategies and vocabulary, among others. When a student participates in such activities, he gets actively involved in his education. Some specific activities of self-evaluation include monitoring learning, planning events carried out in a process and evaluation of the result of the same. Co-evaluation refers to a process in which individuals obtain feedback from each other (Sluijsmans, Dochy, & Moerkerke, 1998). It is proposed that the students can provide feedback to their peers not only to learn with them, but also from them. Co-evaluation needs some specific criteria such as a grammatical aspect or vocabulary and requires dedicating class time to familiarize the students with the format. The benefits exceed any difficulty since once the students understand how it works, they become more interested in their own process and participate democratically with their classmates. Peer-evaluation implies that the teacher and the students become involved simultaneously. This particular practice requires feedback from the teacher at some point in the activity or project. During the same the student self- evaluates, verifies ideas and clarifies information, in a positive experience. The student reviews and reformulates according to the feedback received and he does not get a bad grade for the mistakes made. 6.2. ASSESSMENT FOR LEARNING Figure 6. Paths for assessment for learning. PEER CO EVALUATION SELF
  • 39. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 39 - Assessment of learning is summative and is evidenced in procedures and instruments that teachers propose as activities that allow evaluating the level of achievement and performance of students in a certain topic, to compare their results with the standards or learning indicators previously established. These evaluations intend to summarize “the progress at the end of the course with a grade ” (Council of Europe, 2001), which are usually given at the end of a unit, module, semester or full year, and are reported as grades and require that the teacher gathers and interprets pertinent information on the concepts, knowledge, abilities and attitudes of the subject being evaluated. Some examples of assessment of learning in English, pertinent for the schools of the Colombian public sector are: • Unit/mid or end of period or course exams • National and international tests • Final project • Written and oral work (presentations, dramatizations, written texts, etc.) • Portfolios • Simulations 6.3. ASSESSMENT OF LEARNING In assessment for learning in the classroom the following activities can also be used: • Mini problems on which the students can work together and thus monitor their progress together with their peers. • One minute exam: Questions on the day’s learning such as: What was the most important thing you learned today? Do you have questions on something that we should go over again? • Class discussion: Work in pairs to discuss what they can do with what they learned in class that day.
  • 40. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 40 - TYPE OF ASSESSMENT WHAT IS EVALUATED? WHY EVALUATE? HOW IS IT EVALUATED? By competences Development of language abilities, linguistic and discourse knowledge. Reveal what students know, know how to do, know how to do in context Exams Oral presentations Written texts Rubrics Of Learning Define the level of achievement and performance of students in a given subject to compare their results with standards or indicators Unit/mid or end of period or course exams. National and international tests Final project Written and oral work (presentations, dramatizations, written texts, etc.) Portfolios Simulations For Learning Monitor the students’ progress and the level of comprehension Self, co and peer evaluation: Mini problems One-minute exam Class discussion Oral and written reflections Table 4. Principles of Assessment. In summary, assessment is an aspect of great relevance in the educational process and must be coherent with all curriculum elements such that the relation among them is comprehensive. This curricular proposal presents moments of summative and formative evaluation that, together allow defining the level of development of competences established by grade.
  • 41. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 41 - ACTORS OF THE CURRICULAR PROPOSAL 7 Students of Colombian schools are seen as multidimensional and diverse beings, who develop their personality and participate in equal conditions in the teaching -learning processes in English provided by the schools and their environment. As a developing human being, the student is expected to deploy growing levels of empowerment of that process in several roles: As a human being with bilingual and intercultural competences who actively and dynamically participates in his learning process towards growing levels both in his mother tongue and in English; which he shall use in different situations and contexts to approach the new culture and promote processes of respect and valuation of diversity recognizing similarities and differences with his own culture. As a builder of his own knowledge, he is capable of expanding his cognitive, cultural and linguistic repertoire, through the flexible use of his mother tongue and English, both individually and socially. He is perceived as a doer, generator and transformer of knowledge and not simply as a consumer of the same. This suggested curriculum is addressed to all main actors of the educational process: students, teachers, schools, parents and local education authorities of the country represented by their quality coordinators or bilingualism leaders. According to the position that guides this curricular proposal, the participation of these actors is essential for it to become a reality in each community. 7.1. STUDENTS
  • 42. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 42 - As a human being who is building autonomy and his capacity of analysis, allowing him to question his actions before different situations in his daily life, thus developing critical positions to debate thoughts, actions and procedures of the people in his academic and social environment. As a competent user of technological resources in benefit of his own education. In this role, the English language becomes a solid access bridge to cutting-edge knowledge, through new information and communication technologies, and in an important element of connection with different cultures. As a global citizen whose linguistic, pragmatic and sociolinguistic competences allow him to act in an authentic way in the understanding and handling of issues relevant to a globalized, integrated and competitive world. It is expected that boys, girls and adolescentsvalue and respect different lifestyles, views of the world that promote values such as tolerance toward the different cultures, ethnicities and religions. Asa mediator for conflict resolution through dialogue, for which the use of a foreign language is fundamental since he will need to acknowledge and value his own cultural characteristics and those of other cultures. A student who acts effectively in the search for solutions for problematic situations that arise. A student aware of his role in a culturally and socially diverse world, where everyone has the same rights and responsibilities. 7.2. TEACHERS Without a doubt, this curricular proposal is addressed to the multifaceted teacher, with broad capacities, rich in knowledge, experiences and values of the national culture and who will read this document in the different regions of Colombia. He is invited to experiment with the new possibilities herein presented, such that based on his evaluation and appreciation, he applies what he considers valuable, important and viable in his environment, to promote comprehensive education and learning of English by boys, girls and adolescentswith whom he shares the classroom and thus promotes intercultural education processes and recognition of differences. Juvonen and Wentzel (2001) argue that teachers “do not only teach, but represent and communicate a specific educational philosophy” (p.13), therefore, the teacher’s challenge will be to have and develop pedagogical and methodological competences as well as English fluency for his students to enjoy this change. Therefore, this proposal establishes challenges for the teacher who must understand his role as a guarantor and supervisor of the effective enjoyment of the basic rights of English language learning. This implies fulfilling several roles: As an educator whose responsibility is to accompany the students when asking questions and finding answers; this teacher advisor who also works as a model user of the language he teaches and that must be capable of choosing the didactic sequences that best adjust to the needs of his students to mediate their learning. A teacher who uses evaluation as a tool to improve the academic processes and who reviews the pedagogical practices to improve learning by their students. Someone who goes beyond instruction and makes an effort to educate individuals, human beings; a facilitator that generates processes of self- education; a teacher with an academic and humane reputation (Calvache, 2011). As a leader and curriculum manager who must have the capacities to discuss, pose problems and eventually adapt, within his academic community, the underlying curricular principles in this proposal considered valuable and pertinent. Teachers have the responsibility of implementing changes from an informed position, of answering the challenges derived from this proposal and building answers based on dialogue and cooperation respecting the characteristics of their environments.
  • 43. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 43 - 7.3. SCHOOLS As an investigator highlighting his capacity to continue learning with the certain support of the teaching directors, the local education authorities, the mayor’s and governor’s offices; of knowing how to integrate theory and practice through processes of permanent reflection in order to build communities of practice. In other words, taking the theory to the classroom, so the teacher may increase the curiosity, the desire to learn, the capacity to ask and investigate,. A teacher who knows to question and acknowledge curriculum evolution as a result of scientific research, educational and social progress. In summary, this proposal intends to provide the teacher with the necessary tools to be an agent of his own change and, from that position, undertake correct decisions leading to favor learning by boys, girls and adolescents in an equitable and inclusive manner within a scope of institutional and governmental co-responsibility. This proposal considers schools as autonomous, flexible and comprehensive education spaces of individuals capable of transforming their environment. This makes them micro-worlds where students develop the necessary competences to cope in their current and future life, contributing to the construction of an equitable and inclusive society respectful of differences. By acknowledging the particularities of each institution, the national government contributes to them having a clear and coherent path within the country’s vision, but always considering diversity in their local context and the specific and differential conditions of their students. Likewise, this curricular proposal considers schools as entities that must center on the needs and demands of boys, girls and adolescentsof this century, offering them the opportunity to relate to a coherent learning with the world and its dynamic differences and evolution. They must thus ensure spaces of integration between English teachers and the other areas of knowledge to strengthen the curriculum’s transversality and comprehension and interdisciplinary treatment of current issues. The national government also sees the school as an autonomous organization, capable of adapting, transforming and improving. An institution in which this type of curricular proposal essentially becomes a path for the design and construction of their own curriculum considering not only its specific characteristics, but also the general characteristics of education in Colombia. The above potentiates the autonomy of each Colombian institution with the accompaniment of the Ministry and the Local education authorities in the organization of institutional academic processes. It is suggested that each school undertakes actions to articulate the pertinent parts of this proposal in their PEI in its four components: foundation, administrative, pedagogical and curricular, and community. Thus, the entire institution is tied to the English teaching and learning process ensuring that the decisions taken are agreed on and contextualized to the needs of the institution (MEN, 2013, p.37). We suggest beginning with some diagnostic questions on the situation of students, teachers, the English program implemented and progress of the strengthening program, if any, to later set goals, objectives and strategies in accordance with the institutional context. The Guidelines Document for the implementation of English strengthening programs in the regional entities provides very pertinent suggestions for the school.
  • 44. PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM - 44 - 7.4. PARENTS 7.5. LOCAL EDUCATION AUTHORITIES The role of parents in the development and implementation of this curricular proposal is essential. Parents have the right to know what their children are learning in school. They also have the duty to provide the necessary accompaniment for their children in their educational process; such that they can reinforce the work done by the teachers with the boys, girls and adolescents in the schools. Given that the main objective of education is comprehensive education of students, parents become the center axis of this mission’s development, since people lay the foundations of their values, personality and customs inside the nuclear family. Likewise, they must be aware of the importance of learning English in terms of opportunities for personal, cultural, social and intellectual development of their children. This curricular proposal helps obtain greater clarity on what their children should learn in the teaching-learning process of the Institution. Thus, they may exercise their role as promoters of integration of this new learning to encourage spaces of use and enjoyment outside the classroom. To achieve the goals proposed by the Program Colombia Bilingüe, the local education authorities must strengthen their efforts in the definition and implementation of pertinent and sustainable actions leaning toward the improvement of the English teaching and learning conditions in the regions. We suggest thorough planning that includes the characterization of the current situation related to teaching and learning English in the region, the definition of goals and challenging but attainable objectives, the formulation of strategies and lines of action, the mobilization of actors from different sectors in the community and the establishment of monitoring, evaluation and adjustment mechanisms of the strengthening project that must be led by each local education authority (MEN, 2013, p. 26). A key actor in the local education authority is the leader of bilingualism. He/she must know the area, have the capacity to create scenarios of discussion and consensus, or provide resource management and support of the processes of teacher professional development. This leader must be a manager of alliances with the private sector, trade, and the parent community to work together towards the construction and consolidation of projects that articulate, in a transversal way, learning English to the life of the community, beyond the classroom. The representative of the Local Education Authority is responsible for providing opportunities of education and accompaniment for teaching directors and teachers regarding the challenges that arise with this proposal and its pedagogical appropriation. Likewise, He/she must establish follow-up and measurable strategies of the school’s progress around decision-making and implementation of changes that make this proposal a reality in the institution.