| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586276 |
| ISSN: | 2683-2321 |
| Autores: | García Schlottfeldt, María Julieta2 Platas-García, Alejandra1 |
| Instituciones: | 1Benemérita Universidad Autónoma de Puebla, 2Universidad Alva Edison, Puebla, |
| Año: | 2022 |
| Volumen: | 4 |
| Número: | 7 |
| Paginación: | 37-44 |
| País: | México |
| Idioma: | Español |
| This study emerged from our experience teaching a language course at a Foreign Language Centre, on the one hand, and a conversation workshop at an Auto Access Centre, on the other: we realized that in our work in favor of the learning of Italian language with university students, there seemed to be no link between the contents offered in the course and the activities carried out in the workshop. Thus, we implemented, in a collaborative way (as a pilot test), a strategy for linking course learning and Italian language workshop skills at A1 level of the Common European Framework of Reference for Languages. The participants were seven Spanish-speaking university students: 5 women and 2 men. Their average age was 21.5 years. Students were enrolled in different undergraduate academic programs. At the end of the academic period, lasting four months, we applied a short questionnaire (as an evaluation of the teaching strategy) to know the participants" experiences. The results indicate that this collaborative teaching strategy was favourably received by the students. In future work this strategy could be implemented in intermediate language levels where a pre-test and post-test could be applied to measure the effectiveness of this strategy in learning the oral production ability. | |
| Resumen en inglés | This study emerged from our experience teaching a language course at a Foreign Language Centre, on the one hand, and a conversation workshop at an Auto Access Centre, on the other: we realized that in our work in favor of the learning of Italian language with university students, there seemed to be no link between the contents offered in the course and the activities carried out in the workshop. Thus, we implemented, in a collaborative way (as a pilot test), a strategy for linking course learning and Italian language workshop skills at A1 level of the Common European Framework of Reference for Languages. The participants were seven Spanish-speaking university students: 5 women and 2 men. Their average age was 21.5 years. Students were enrolled in different undergraduate academic programs. At the end of the academic period, lasting four months, we applied a short questionnaire (as an evaluation of the teaching strategy) to know the participants" experiences. The results indicate that this collaborative teaching strategy was favourably received by the students. In future work this strategy could be implemented in intermediate language levels where a pre-test and post-test could be applied to measure the effectiveness of this strategy in learning the oral production ability. |
| Resumen en español | El presente estudio surgió a partir de nuestra experiencia docente impartiendo un curso de idioma en un Centro de Lenguas Extranjeras, por un lado, y en un taller de conversación en un Centro de Auto Acceso, por el otro: nos dimos cuenta de que en nuestras labores en favor del aprendizaje del idioma italiano con estudiantes universitarios, parecía no existir vinculación entre los contenidos ofrecidos en el curso y las actividades realizadas en el taller. Así, implementamos, de forma colaborativa (a manera de prueba piloto), una estrategia para vincular los aprendizajes del curso y las habilidades del taller del idioma italiano en el nivel A1 del Marco común europeo de referencia para las lenguas. Los participantes fueron siete estudiantes universitarios hispanohablantes: 5 mujeres y 2 hombres. Su edad promedio fue de 21.5 años. Los estudiantes estaban inscritos en distintos programas académicos de licenciatura. Al final del periodo académico, con duración de cuatro meses, aplicamos un breve cuestionario (a manera de evaluación de la estrategia docente) para conocer las experiencias de los participantes. Los resultados indican que esta estrategia colaborativa docente tuvo una acogida favorable por parte de los estudiantes. En trabajos futuros, se podría implementar esta estrategia en niveles de idioma intermedio en que se pudiera aplicar un pre-test y un post-test para medir la eficacia de esta estrategia en el aprendizaje de la habilidad de la producción oral. |
| Palabras clave: | Enseñanza de idiomas, enseñanza en equipo, expresión oral, lengua extranjera, autoaprendizaje |
| Keyword: | Language instruction, team teaching, oral expression, foreign language, self-instruction |
| Texto completo: | Texto completo (Ver PDF) |
