An informed and reflective approach to language teaching and material design.

This book provides an extensive and accessible exploration of key features related to language teaching and material design. Framed within an informed and re ective approach, it o ers a thorough discussion about the origins, educational philosophies, and evolving views of curriculum design. It then...

Full description

Autores:
Vera Rodríguez, Esperanza
Chapetón Castro, Claudia Marcela
Buitrago Escobar, Zulma Rocío
Tipo de recurso:
Fecha de publicación:
2018
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
spa
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/16571
Acceso en línea:
http://hdl.handle.net/20.500.12209/16571
Palabra clave:
Adquisición de segunda lengua - Investigaciones - Pedagogía
Lenguaje y lenguas - Enseñanza
Lenguaje y lenguas - Currículo
Formación profesional de maestros
Bilingüismo
Pedagogía
Lenguas extranjeras - Enseñanza - Aprendizaje
Currículo
Lenguas extranjeras - Métodos de enseñanza
Métodos de estudio
Second language acquisition - Research - Pedagogy
Language and languages - Teaching
Language and languages - Curriculum
Professional teacher training
Bilingualism
Pedagogy
Foreign languages - Teaching - Learning
Curriculum
Foreign languages - Teaching methods
Study methods
Rights
License
Attribution-NonCommercial-ShareAlike 4.0 International
Description
Summary:This book provides an extensive and accessible exploration of key features related to language teaching and material design. Framed within an informed and re ective approach, it o ers a thorough discussion about the origins, educational philosophies, and evolving views of curriculum design. It then examines the key theories on language learning and teaching that build up our systems of beliefs and the way they articulate and shape our teaching practices. Drawing on key principles for material design, this book also invites the reader to analyze the meanings and messages that are embedded in the images we nd in di erent types of texts, media, and social networks. A whole section is devoted to the in uence of Information and Communication Technologies (ICT) on education and language teaching and the way they may also play a key role in our daily practices. This book closes with an integrative chapter that explains in detail the main phases we propose for a model unit design, which can in turn serve as a model for the construction of other teaching materials, for in this model unit we have made explicit the importance of articulating a sound system of beliefs to guide our curricular choices.