Let’s make it easy!

Libro

Autores:: Santamaría Mendieta, Alejandra
Henao García, Andrea Johjanna
Salazar Chica, Manuel Alejandro

Tipo de recurso:: Book

Fecha de publicación:: 2022

Institución:: Unidad Central del Valle del Cauca

Repositorio:: Repositorio Institucional - Unidad Central del Valle del Cauca

Idioma:: spa

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dc.title.spa.fl_str_mv	Let’s make it easy!
title	Let’s make it easy!
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title_fullStr	Let’s make it easy!
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title_sort	Let’s make it easy!
dc.creator.fl_str_mv	Santamaría Mendieta, Alejandra Henao García, Andrea Johjanna Salazar Chica, Manuel Alejandro
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dc.date.accessioned.none.fl_str_mv	2023-03-02T23:19:41Z
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dc.relation.references.spa.fl_str_mv	Acuerdo No. 012. (Consejo Directivo Unidad Central del Valle del Cauca). Por el cual se crea el Departamento de Idiomas en la Unidad Central del Valle del Cauca. Febrero 24 de 2000 Anthony, E. M. (1963). Approach, Method, and Technique. ELT Journal, XVII(2), 63–67. doi:10.1093/elt/xvii.2.63 Azimova, S. (2019). The Communicative Approach in English Language Teaching. Bulletin of Science and Practice, 5(4), 471–475. https:/ doi.org/10.33619/2414-2948/41/7 Bajrami, L. (2015). Teacher’s New Role in Language Learning and in Promoting Learner Autonomy. Procedia - Social and Behavioral Sciences, 199, 423–427. https:/ doi.org/10.1016/j.sbspro.2015.07.528 Breen, m. P., & Candlin, c. N. (1980). The essentials of a communicative curriculum in language teaching. Applied linguistics, i(2), 89–112. Doi:10.1093/applin/i.2.89 Cortés, J. (2009). ¿Cómo redactar resultados de aprendizaje y criterios de evaluación? Retrieved from http:/ www.cnde.es/cms_files/Resultados_aprendizaje.pdf Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge Dukare, D. A. (2020). IP Indian Journal of Library Science and Information Technology. IP Indian Journal of Library Science and Information Technology. Official Publication of Khyati Education And Research Foundation. https:/ www.ijlsit.org/article-details/11782 Ellington, H. (1983, 30 noviembre). Educational Objectives. Teaching and Learning in Higher Education ERIC. https:/ eric.ed.gov/?q=Educational+Objectives. Teaching+and+Learning+in+Higher+E ducation%2c+1.&id=ED289484 Finlay, Linda (2008). Reflecting on ‘Reflective practice’. Practice-based Professional Learning Paper 52, The Open University Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. London: Further Education Unit Glatthorn, A., & Jailall, J. 2000, 'Curriculum for the new millennium', in R. Brandt (ed.), Education in a New Era, Association for Supervision and Curriculum Development, Alexandria, Va., pp Halliday, M. A. (1999). The notion of" context" in language education Amsterdam Studies in the Theory and History of Linguistic Science (pp. 1-24) Harmer, J. (2007). The Practice of English Language Teaching. (4thed.). London: Pearson Longman. Retrieved from: https:/ www.academia.edu/25472823/The_Practice_of_English_Language_Teaching_4 th_Edition_Jeremy_Harmer Huyke Taboada, D., y López López, A. (2019). Una aproximación al desarrollo de la competencia comunicativa intercultural en los participantes de los eventos comunicativos en Inglés Intermedio de Gringo Tuesdays. Retrieved 6 September 2020, from http:/ hdl.handle.net/10554/46346 Issac, Jerin C. (2010). Methods and Strategies of Teaching: an overview. Pondicherry University Press Koran, Selcuk. (2015). The Role of Teachers in Developing Learners' Speaking Skill Littlejohn, A., & Windeatt, S. (1989). Beyond language learning: Perspective on materials design. In R. K. Johnson (Ed.), The second language curriculum. Cambridge: Cambridge University Press López Manrique, N. (2011). Implementación de un club de conversación como una estrategia para incrementar la producción oral de los estudiantes de inglés básico I-b2. Retrieved 6 September 2020, from http:/ hdl.handle.net/10901/6026 McCarthy, M., Carter, R., & Richards, J. C. (2006). Explorations in Corpus Linguistics. Cambridge University Press Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science Engineering and Education, 6(2), 33–45. https:/ doi.org/10.5937/ijcrsee1802033m Malu, K & Smedley, B. (2016). Community-Based English Clubs: English Practice and Social Change outside the Classroom. English Teaching Forum, 54(3), 10-23 Not, L,. (1983). Las pedagogías del conocimiento. Medellín: Fondo de Cultura Económica Nunan, D. Language Teaching Methodology. Newman: London, 2000 Núñez, A., & Téllez, M. F. (2015). Reflection on teachers’ personal and professional growth through a materials development seminar. HOW, 22(2), 54-74. https:/ doi.org/10.19183/ how.22.2.151 Oxford Learner’s Dictionaries (n.d.). Resource, in www.oxfordlearnersdictionaries.com-. Retrieved from https:/ www.oxfordlearnersdictionaries.com/definition/english/resource_1 Pearson. (s. f.). Global Scale of English (GSE) \| About us \| Pearson English. Recuperado 20 de septiembre de 2021, de https:/ www.pearson.com/english/about-us/global-scale-of-english.html Pereira, A. H., Ismail, K., & Othman, Z. (2013a). A Model for the Malaysian English Language Club Activities. Procedia - Social and Behavioral Sciences, 90, 48–56. https:/ doi.org/10.1016/j.sbspro.2013.07.064
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dc.coverage.spatial.spa.fl_str_mv	Tuluá, Valle del Cauca, Colombia Tuluá, Valle del Cauca, Colombia
dc.publisher.spa.fl_str_mv	Unidad Central del Valle del Cauca. Facultad Ciencias de la Educación
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spelling	Santamaría Mendieta, AlejandraHenao García, Andrea JohjannaSalazar Chica, Manuel AlejandroTuluá, Valle del Cauca, ColombiaTuluá, Valle del Cauca, Colombia2023-03-02T23:19:41Z2023-03-02T23:19:41Z20229786287560086http://hdl.handle.net/20.500.12993/2390Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/LibroConversation Clubs are a pedagogical tool that seeks to strengthen the learning of a foreign language, focusing on speaking and listening skills. These clubs are available to all students of the Departamento de Idiomas and are guided by teachers who are exclusively dedicated to them. There has been an increasing interest in the clubs heightening the need for pertinent practices that allows the achievement of goals required by the institution. In this sense, having a clear path for the teaching process is necessary for ensuring the accomplishment of the objectives of this important space. Taking this into account, as well as the teachers’ conceptions and theory, this guide clarifies and suggests procedures for the development of the clubs. Accordingly, this guide is divided into five main chapters. The first chapter deals with the conceptualization of the conversation club, starting with what is the Departamento de Idiomas and its importance for the community, providing an answer to the question what is a conversation club from theory and for the Departamento de Idiomas, then giving a difference between the concepts of aim, competence and learning outcome and how this will be reflected in the development of the conversation clubs, understanding that this is key for having a direction for each club. The second chapter is dedicated to the teaching practice of the teachers who are and will be in charge of the conversation clubs. This chapter includes the pedagogical model that Unidad Central del Valle del Cauca has for all the learning spaces, the approach and method proposed for the clubs related to the model established, and how this is reflected in the teacher role, followed by a suggestion of strategies and resources useful for the clubs. This chapter is key for the teaching process due to the fact that it gives important recommendations for the development of the clubs. In the third chapter a strategy for assessing the clubs is proposed, having in mind the importance of knowing if each session of the clubs is reaching the learning outcome focusing on the improvement of the students who regularly assist the clubs. The fourth chapter provides a model for the planning of the conversation club, where all of the explained in the previous chapters is reflected. The lesson plan model for the clubs is the tool for each Conversation Club teacher to have a clear direction for developing each club. In this stage, each professor will find that these plans can be suggestions for future clubs, so it also contains a part for recommendations given by each professor for the improvement of the clubs. The fifth and final chapter consists of understanding the importance reflecting of the teachers’ own practice has on the improvement of every teaching process and learning spaces. This final part suggests teachers to create a community of practice where every professor can benefit from their workmates. In this context, it is expected that this guide provides the teaching community with pedagogical elements that will enable them to recognize the didactics and methodologies that can be used in the Conversation Clubs, hoping that this guide and its information will become a tool for the planning, execution, and strengthening of the clubs, understanding their importance for the learning of a foreign language.Presentation / I. Conceptualization / What is the Departamento de Idiomas? / Class or session: Conversation Clubs / The Conversation Clubs at the Departamento de Idiomas Let’s clear it out!: aim, competence, and learning outcome / Pick your learning objective!: Global Scale of English / Global Scale of English: Kids / Speaking / Speaking for kids, level 1: Below A1 / Speaking for kids, level 2: A1 / Speaking for kids, level 3: A2 / Speaking for kids, level 4: B1 / Listening / Listening for kids, level 1: Below A1 / Listening for kids, level 2: A1 / Listening for kids, level 3: A2 / Listening for kids, level 4: B1 / Global Scale of English: Teens & adults / Speaking / Speaking for teens and adults, level 1: A1 / Speaking for teens and adults, level 2: A1-A2 / Speaking for teens and adults, level 3: A2+ - B1 / Speaking for teens and adults, level 4: B1-B1+ / Speaking for teens and adults, level 5: B2 - B2+ / Speaking for teens and adults, level 6: B2+ - C1 / Listening / Listening for teens and adults, level 1: A1 / Listening for teens and adults, level 2: A1-A2 / Listening for teens and adults, level 3: A2+ - B1 / Listening for teens and adults, level 4: B1-B1+ / Listening for teens and adults, level 5: B2 - B2+ / Listening for teens and adults, level 6: B2+ - C1 / II. Pedagogical practice / Pedagogical model / Method and approach: The Communicative Approach / Do you know the principles of the communicative approach? / Your role as a teacher: be the best guide for your students! / Strategies: what are yours for speaking and listening? / Resources: Let’s make it interactive! / III. Assessment: Don’t forget to listen to your students! / IV. Take a look at the planning! / Conversation Club Planning - Departamento de Idiomas / You are also the protagonist! / Recommendations and observations format / V. Reflective community: the more, the better! / About the authors / Alejandra Santamaría Mendieta / Andrea Johjanna Henao García / Manuel Alejandro Salazar Chica / Notes from the authors / References1144 páginasapplication/pdfspaUnidad Central del Valle del Cauca. Facultad Ciencias de la EducaciónTuluá, Valle del Cauca, Colombiahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacionalinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Let’s make it easy!Libro Guía Completohttp://purl.org/coar/resource_type/c_2f33Texthttp://purl.org/redcol/resource_type/LIBhttp://purl.org/coar/version/c_970fb48d4fbd8a85Acuerdo No. 012. (Consejo Directivo Unidad Central del Valle del Cauca). Por el cual se crea el Departamento de Idiomas en la Unidad Central del Valle del Cauca. Febrero 24 de 2000Anthony, E. M. (1963). Approach, Method, and Technique. ELT Journal, XVII(2), 63–67. doi:10.1093/elt/xvii.2.63Azimova, S. (2019). The Communicative Approach in English Language Teaching. Bulletin of Science and Practice, 5(4), 471–475. https:/ doi.org/10.33619/2414-2948/41/7Bajrami, L. (2015). Teacher’s New Role in Language Learning and in Promoting Learner Autonomy. Procedia - Social and Behavioral Sciences, 199, 423–427. https:/ doi.org/10.1016/j.sbspro.2015.07.528Breen, m. P., & Candlin, c. N. (1980). The essentials of a communicative curriculum in language teaching. Applied linguistics, i(2), 89–112. Doi:10.1093/applin/i.2.89Cortés, J. (2009). ¿Cómo redactar resultados de aprendizaje y criterios de evaluación? Retrieved from http:/ www.cnde.es/cms_files/Resultados_aprendizaje.pdfCouncil of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of CambridgeDukare, D. A. (2020). IP Indian Journal of Library Science and Information Technology. IP Indian Journal of Library Science and Information Technology. Official Publication of Khyati Education And Research Foundation. https:/ www.ijlsit.org/article-details/11782Ellington, H. (1983, 30 noviembre). Educational Objectives. Teaching and Learning in Higher EducationERIC. https:/ eric.ed.gov/?q=Educational+Objectives. Teaching+and+Learning+in+Higher+E ducation%2c+1.&id=ED289484Finlay, Linda (2008). Reflecting on ‘Reflective practice’. Practice-based Professional Learning Paper 52, The Open UniversityGibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. London: Further Education UnitGlatthorn, A., & Jailall, J. 2000, 'Curriculum for the new millennium', in R. Brandt (ed.), Education in a New Era, Association for Supervision and Curriculum Development, Alexandria, Va., ppHalliday, M. A. (1999). The notion of" context" in language education Amsterdam Studies in the Theory and History of Linguistic Science (pp. 1-24)Harmer, J. (2007). The Practice of English Language Teaching. (4thed.). London: Pearson Longman. Retrieved from: https:/ www.academia.edu/25472823/The_Practice_of_English_Language_Teaching_4 th_Edition_Jeremy_HarmerHuyke Taboada, D., y López López, A. (2019). Una aproximación al desarrollo de la competencia comunicativa intercultural en los participantes de los eventos comunicativos en Inglés Intermedio de Gringo Tuesdays. Retrieved 6 September 2020, from http:/ hdl.handle.net/10554/46346Issac, Jerin C. (2010). Methods and Strategies of Teaching: an overview. Pondicherry University PressKoran, Selcuk. (2015). The Role of Teachers in Developing Learners' Speaking SkillLittlejohn, A., & Windeatt, S. (1989). Beyond language learning: Perspective on materials design. In R. K. Johnson (Ed.), The second language curriculum. Cambridge: Cambridge University PressLópez Manrique, N. (2011). Implementación de un club de conversación como una estrategia para incrementar la producción oral de los estudiantes de inglés básico I-b2. Retrieved 6 September 2020, from http:/ hdl.handle.net/10901/6026McCarthy, M., Carter, R., & Richards, J. C. (2006). Explorations in Corpus Linguistics. Cambridge University PressMakovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science Engineering and Education, 6(2), 33–45. https:/ doi.org/10.5937/ijcrsee1802033mMalu, K & Smedley, B. (2016). Community-Based English Clubs: English Practice and Social Change outside the Classroom. English Teaching Forum, 54(3), 10-23Not, L,. (1983). Las pedagogías del conocimiento. Medellín: Fondo de Cultura EconómicaNunan, D. Language Teaching Methodology. Newman: London, 2000Núñez, A., & Téllez, M. F. (2015). Reflection on teachers’ personal and professional growth through a materials development seminar. HOW, 22(2), 54-74. https:/ doi.org/10.19183/ how.22.2.151Oxford Learner’s Dictionaries (n.d.). Resource, in www.oxfordlearnersdictionaries.com-. Retrieved from https:/ www.oxfordlearnersdictionaries.com/definition/english/resource_1Pearson. (s. f.). Global Scale of English (GSE) \| About us \| Pearson English. Recuperado 20 de septiembre de 2021, de https:/ www.pearson.com/english/about-us/global-scale-of-english.htmlPereira, A. H., Ismail, K., & Othman, Z. (2013a). A Model for the Malaysian English Language Club Activities. Procedia - Social and Behavioral Sciences, 90, 48–56. https:/ doi.org/10.1016/j.sbspro.2013.07.064THUMBNAILLetsMakeItEasy.pdf.jpgLetsMakeItEasy.pdf.jpgIM Thumbnailimage/jpeg15729https://repositorio.uceva.edu.co/bitstream/20.500.12993/2390/2/LetsMakeItEasy.pdf.jpg4eea101039a68edfbf1f2858a5a47115MD52open accessORIGINALLetsMakeItEasy.pdfLetsMakeItEasy.pdfLibroapplication/pdf2339761https://repositorio.uceva.edu.co/bitstream/20.500.12993/2390/1/LetsMakeItEasy.pdfec0bf774955457b5ba32f595397873d0MD51open access20.500.12993/2390oai:repositorio.uceva.edu.co:20.500.12993/23902023-11-16 03:00:44.606open accessRepositorio Institucional Unidad Central del Valle del Caucabiblioteca@uceva.edu.co

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