| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586273 |
| ISSN: | 2683-2321 |
| Autores: | Morales Gonzalez, Leticia1 Alvarado Martínez, Elizabeth1 Carretero Hernández, Abigail2 |
| Instituciones: | 1Universidad Autónoma de Nuevo León, 2Universidad Autónoma del Estado de Hidalgo, |
| Año: | 2022 |
| Volumen: | 4 |
| Número: | 7 |
| Paginación: | 1-14 |
| País: | México |
| Idioma: | Español |
| Currently, mastering English helps to achieve better living conditions. Hence, adults 40 years of age or older decide to learn English. These adults often require more time than youth to complete class activities. Teachers often do not distinguish them as individuals with different learning characteristics, consequently they are vulnerable to being excluded from the learning process. Merrian, Caffarella and Baumgartner (2007) point out differences at the cognitive level that are accentuated with increasing age. The Andragogical Theory and the Adaptive Theory propose a didactic model that promotes inclusion in the educational field, its application to the teaching of English would optimize the teaching work, favoring the learning process of these adult students. This qualitative approach research, in a virtual environment, explored how the interactions between a student of 40 years of age or older with her classmates and her teacher develop. Digital ethnography was used as a research strategy with the peripheral observation technique, and field notes and narratives as instruments. The results showed that the student faced obstacles in learning English, characteristics of this age range. It was found that the complex interactions in virtuality, favored the student to play a leadership role in class, that, together with her strengths, indicated by Andragogy, benefited her learning process. | |
| Resumen en inglés | Currently, mastering English helps to achieve better living conditions. Hence, adults 40 years of age or older decide to learn English. These adults often require more time than youth to complete class activities. Teachers often do not distinguish them as individuals with different learning characteristics, consequently they are vulnerable to being excluded from the learning process. Merrian, Caffarella and Baumgartner (2007) point out differences at the cognitive level that are accentuated with increasing age. The Andragogical Theory and the Adaptive Theory propose a didactic model that promotes inclusion in the educational field, its application to the teaching of English would optimize the teaching work, favoring the learning process of these adult students. This qualitative approach research, in a virtual environment, explored how the interactions between a student of 40 years of age or older with her classmates and her teacher develop. Digital ethnography was used as a research strategy with the peripheral observation technique, and field notes and narratives as instruments. The results showed that the student faced obstacles in learning English, characteristics of this age range. It was found that the complex interactions in virtuality, favored the student to play a leadership role in class, that, together with her strengths, indicated by Andragogy, benefited her learning process. |
| Resumen en español | Actualmente, el dominio del inglés coadyuba a lograr mejores condiciones de vida. De ahí que adultos de 40 años o más de edad, decidan aprender inglés. Estos adultos a menudo requieren más tiempo que los jóvenes para realizar las actividades de clase. A menudo, los maestros no los distinguen como individuos con características de aprendizaje diferentes, en consecuencia son vulnerables de ser excluidos del proceso de aprendizaje. Merrian, Caffarella y Baumgartner (2007) señalan diferencias a nivel cognitivo que se acentúan al incrementarse la edad. La Teoría Andragógica y la Teoría Adaptativa proponen un modelo didáctico que promueve la inclusión en el ámbito educativo, su aplicación a la enseñanza del inglés optimizaría la labor docente favoreciendo el aprendizaje de estos alumnos adultos. Esta investigación de enfoque cualitativo, en un medio virtual, exploró de qué manera se desarrollan las interacciones entre una alumna de 40 años o más de edad con sus compañeros y el maestro. Se empleó la etnografía digital como estrategia de investigación con la técnica de observación periférica, y notas de campo y narraciones como instrumentos. Los resultados mostraron que la alumna enfrentó obstáculos en el aprendizaje de inglés, característicos en este rango de edad. Se encontró que las interacciones complejas en la virtualidad, favorecieron que la alumna desempeñara un papel de liderazgo en clase que en conjunto con sus fortalezas, señaladas por la Andragogía, beneficiaron su proceso de aprendizaje. |
| Palabras clave: | Andragogía, Educación Adaptativa, Inclusión, Lengua extranjera |
| Keyword: | Andragogy, Adaptative Education, inclusion, Foreign language |
| Texto completo: | Texto completo (Ver PDF) |
