Reflections on student-centered learning: An alternative to traditional English classes

This article presents some methodological reflections about student-centered learning in order to achieve the Colombian National Standards for Bilingual Education in English classes in an elementary school context. It also discusses the need to raise teacher awareness, understanding of these methodo...

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Autores:
Tipo de recurso:
Fecha de publicación:
2018
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
eng
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/16047
Acceso en línea:
https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8677
https://repositorio.uptc.edu.co/handle/001/16047
Palabra clave:
student-centered
English as a foreign language
education policy
aprendizaje centrado en el estudiante
inglés como lengua extranjera
políticas educativas
Rights
License
Copyright (c) 2018 ENLETAWA JOURNAL
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oai_identifier_str oai:repositorio.uptc.edu.co:001/16047
network_acronym_str REPOUPTC2
network_name_str RiUPTC: Repositorio Institucional UPTC
repository_id_str
spelling 2018-11-202024-07-08T14:32:30Z2024-07-08T14:32:30Zhttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/867710.19053/2011835X.8677https://repositorio.uptc.edu.co/handle/001/16047This article presents some methodological reflections about student-centered learning in order to achieve the Colombian National Standards for Bilingual Education in English classes in an elementary school context. It also discusses the need to raise teacher awareness, understanding of these methodologies, and the need to change teachers´ beliefs and behaviors in the classroom. Findings show that student-centered learning is an alternative for teachers, and it should be included in schools’ Proyecto Educativo Institucional (PEI) in order to achieve bilingualism. Furthermore, it allows students to explore, practice and increase their autonomy and self-confidence in using a foreign language.  Este artículo presenta algunas reflexiones metodológicas sobre el enfoque centrado en el estudiante para lograr los Estándares Nacionales de Educación Bilingüe en las clases de inglés en una escuela primaria. También se analiza la necesidad de aumentar la conciencia y la comprensión de los maestros de estas metodologías, las creencias y los comportamientos de los docentes que se requieren para cambiar en el aula. Igualmente, presentó los hallazgos que revelaron que el enfoque centrado en el estudiante es una alternativa para los maestros en las clases y los colegios necesitan incluirlo en el Proyecto Educativo Institucional (PEI) para alcanzar el bilingüismo. Así mismo, permite a los estudiantes explorar, practicar y aumentar su autonomía y confianza en sí mismos utilizando el idioma extranjero.  application/pdfengspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8677/7209Copyright (c) 2018 ENLETAWA JOURNALhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Enletawa Journal; Vol. 10 No. 1 (2017): January - June; 87-96Enletawa Journal; Vol. 10 Núm. 1 (2017): January - June; 87-962463-19652011-835Xstudent-centeredEnglish as a foreign languageeducation policyaprendizaje centrado en el estudianteinglés como lengua extranjerapolíticas educativasReflections on student-centered learning: An alternative to traditional English classesReflexiones sobre el enfoque centrado en el estudiante: Una alternativa para las clases tradicionales de inglésinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Fonseca Cely, Sulma PatriciaCano García, Leidy Girleza001/16047oai:repositorio.uptc.edu.co:001/160472025-07-18 11:15:16.921metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv Reflections on student-centered learning: An alternative to traditional English classes
dc.title.es-ES.fl_str_mv Reflexiones sobre el enfoque centrado en el estudiante: Una alternativa para las clases tradicionales de inglés
title Reflections on student-centered learning: An alternative to traditional English classes
spellingShingle Reflections on student-centered learning: An alternative to traditional English classes
student-centered
English as a foreign language
education policy
aprendizaje centrado en el estudiante
inglés como lengua extranjera
políticas educativas
title_short Reflections on student-centered learning: An alternative to traditional English classes
title_full Reflections on student-centered learning: An alternative to traditional English classes
title_fullStr Reflections on student-centered learning: An alternative to traditional English classes
title_full_unstemmed Reflections on student-centered learning: An alternative to traditional English classes
title_sort Reflections on student-centered learning: An alternative to traditional English classes
dc.subject.en-US.fl_str_mv student-centered
English as a foreign language
education policy
topic student-centered
English as a foreign language
education policy
aprendizaje centrado en el estudiante
inglés como lengua extranjera
políticas educativas
dc.subject.es-ES.fl_str_mv aprendizaje centrado en el estudiante
inglés como lengua extranjera
políticas educativas
description This article presents some methodological reflections about student-centered learning in order to achieve the Colombian National Standards for Bilingual Education in English classes in an elementary school context. It also discusses the need to raise teacher awareness, understanding of these methodologies, and the need to change teachers´ beliefs and behaviors in the classroom. Findings show that student-centered learning is an alternative for teachers, and it should be included in schools’ Proyecto Educativo Institucional (PEI) in order to achieve bilingualism. Furthermore, it allows students to explore, practice and increase their autonomy and self-confidence in using a foreign language.  
publishDate 2018
dc.date.accessioned.none.fl_str_mv 2024-07-08T14:32:30Z
dc.date.available.none.fl_str_mv 2024-07-08T14:32:30Z
dc.date.none.fl_str_mv 2018-11-20
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8677
10.19053/2011835X.8677
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/16047
url https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8677
https://repositorio.uptc.edu.co/handle/001/16047
identifier_str_mv 10.19053/2011835X.8677
dc.language.none.fl_str_mv eng
dc.language.iso.none.fl_str_mv spa
language eng
spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/8677/7209
dc.rights.en-US.fl_str_mv Copyright (c) 2018 ENLETAWA JOURNAL
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright (c) 2018 ENLETAWA JOURNAL
https://creativecommons.org/licenses/by-nc-nd/4.0/
http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv application/pdf
dc.publisher.en-US.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Enletawa Journal; Vol. 10 No. 1 (2017): January - June; 87-96
dc.source.es-ES.fl_str_mv Enletawa Journal; Vol. 10 Núm. 1 (2017): January - June; 87-96
dc.source.none.fl_str_mv 2463-1965
2011-835X
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
_version_ 1839633823328894976

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