Introduction
This workshop was originated from an investigation project at Sede de Occidente, University of Costa Rica. Because of time limitations or personal issues, it is a self-managed proposal which allows it to be carried out at the pace of whoever executes it.
Conveniently, it is developed under a Task-Based Approach, therefore, you will find five stages: Introduction, Task, Process, Evaluation and Conclusion. These stages increase difficulty while progressing toward the end; this is why you are asked to complete each one following the proposed order.
Task
To start the workshop, please read the information, watch the videos and power point presentations in the order presented to you.
1- Review the article about the development of Communicative Competence in language teaching, at the following link: https://dialnet.unirioja.es/descarga/articulo/5761589.pdf You can download it if you prefer.
2- Read the information about pedagogical mediation in different language skills (pages 12-41) at the following link: https://repositorio.unan.edu.ni/3944/1/17746.pdf
3- Review the material on the UNED website related to the AOA methodological approach, at the following link: https://multimedia.uned.ac.cr/pem/action_oriented_approach/pag/home.html
4- Analyze the article about authentic materials to enrich the learning of English in the Costa Rican context, at the following link: https://revistas.uned.ac.cr/index.php/espiga/article/view/3308/4136
5- Watch the following video about AOA, carefully:
6- Analyze the theoretical-methodological foundation of the English syllabus for first cycle. In addition, check if the Didactic Guides (proposed by the Ministry of Public Education) contain the principles of Pedagogical Mediation and the elements of the Action-Oriented Approach developed, in the cycles related to the language skills.
Process
In this stage, it is intended that you modify the four weeks of the unit number 4 for second grade. To do that, take the guide and analyze what changes you would do, taking into account the information provided in the Task section.
General aspects to include:
1- Strategies oriented to band A1 of the Common European Framework of References for Languages.
2- Students as active social agents.
3- Tasks developed in contexts similar to the real ones.
4- Use of authentic material based on the A1 band.
5- Use of didactic digital tools.
6- Favoring the development of communication competences.
7- Promotion of collaborative work.
8- Students develop tasks autonomously, mostly.
9- The mediation strategies respond to the intention that are proposed by the MEP.
10- The mini-project responds to what was learned during the unit.
In this link, download the guide for second grade, in Word format for your convenience: https://recursos.mep.go.cr/sitio_primaria_ingles/segundo.html
Evaluation
In this section, self-assess your performance in the Process section. Mark with an X in the box based on your experience and degree of compliance, where 1 stands for the lowest and 4 for the highest.
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1- I designed strategies according to band A1 of the Common European Framework of Reference for Languages. |
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2- My mediation strategies positioned the student body as active social agents. |
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3- I designed and implemented opportunities for students to solve Tasks in contexts similar to real ones. |
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4- I included authentic material based on the A1 band, in my classes. |
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5- 5- I considered at least one didactic digital tool that favors student learning. |
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6- I designed and implemented strategies that favor the development of communication skills. |
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7- I promoted collaborative work in students. |
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8- I designed and implemented tasks for students to develop their autonomy. |
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9- I designed and implemented mediation strategies according to the educational intention proposed by the MEP. |
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10- I designed and implemented mini-projects that responded to what was learned during the unit. |
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11- I felt satisfaction in designing and implementing the strategies after the workshop. |
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Total |
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4 |
Full compliance with the criterion. |
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Compliance with the criterion but some aspects need to be improved. |
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Half of the criterion is met. |
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Does not meet the criterion. |
If you obtained between 35 and 40 points, your performance was great. If you obtained between 34 and 25, your performance is good, so it is suggested that you analyze your modifications in the Task section. If you scored between 24 and 15, your performance is basic, therefore, it is suggested that you go back to the Process section and work over unit 4 again. If you scored 14 or less, do the self-managed workshop again.
This evaluation sheet is editable in the following link:
Conclusion
As educators, it is important to be aware of the role we play in the classroom, especially in the first year of Basic General Education. Added to this, and much more important, is to know the strengths and weaknesses we have in regards to the teaching skills with the objective of identifying the aspects we need to pay attention to. Besides that, it is mandatory to design and implement proper learning strategies to develop learners’ communicative competence in English. Firstly, the need to comprehend the Costa Rican curriculum, as well as pedagogical and methodological implications for the development of XXI citizen become crucial since threis a natioanl policy to respond to. Secondly, professional teaching skills are not fully developed after graduating from the university, therefore, continuous updating contributes to the learners’ learning process in depth.
Finally, it is important to develop ethical behaviors in favor of the population involved, not only our learners but their relatives and our colleagues, through good pedagogical practices that greatly contribute to personal and professional fulfillment for common benefit.
Credits
Arley-Fonseca, M., Brizuela-Guitiérrez, T. (2019). Enhancing the language learning process of students in the Costa Rican educational system by considering the use of authentic materials in the EFL classroom. Revista Espiga, 19(40), 121-139. https://revistas.uned.ac.cr/index.php/espiga/article/view/3308/4136+
Instituto de Desarrollo Profesional IDPUGS. (20 de junio de 2017) The Action Oriented Approach. [Archivo de Vídeo]. Youtube. https://youtu.be/1ubpK2lIDgc
López, S. (2016). La Mediación Pedagógica en el aprendizaje significativo de los estudiantes de primer año de inglés, en la asignatura Técnicas de Redacción y Ortografía, de la FAREM Estelí/UNAN-Managua. [Tesis de máster, Universidad Nacional Autonoma de Nicaragua] Repositorio UNAN. https://repositorio.unan.edu.ni/3944/1/17746.pdf
Ministerio de Educación Pública. (2016). Programa de estudio de inglés: Segundo ciclo. https://www.mep.go.cr/programa-estudio/ingles-2
Teacher Page
Mag. Ileana López Espinoza
Professor and researcher of the Sede de Occidente campus
University of Costa Rica
Teaching English in Primary Education