Enacting a People-Centred Curriculum in ELT with Teenage Learners (La vivencia de un currículo basado en los actores de la clase de inglés con adolescentes)

Autor/inn/en	Banegas, Darío Luis; Velázquez, Aurelia
Titel	Enacting a People-Centred Curriculum in ELT with Teenage Learners (La vivencia de un currículo basado en los actores de la clase de inglés con adolescentes)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 16 (2014) 2, S.199-205 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Student Centered Curriculum; Professional Identity; Secondary School Students; Curriculum Development; Teacher Collaboration; Language Teachers; Teaching Methods; Educational Policy; Communicative Competence (Languages); Student Attitudes; Teacher Attitudes; Student Interests; Argentina + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Sekundarschüler; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schülerverhalten; Lehrerverhalten; Studieninteresse; Argentinien
Abstract	In this paper we reflect on the extent to which the learner-centred curriculum in English language teaching includes teachers and learners. We briefly describe the top-down nature of curriculum development in Argentina, then describe and discuss personal and collaborative explorations based on our identities as teachers of English in secondary education with a people-centred approach in the classroom. Through this paper we wish to highlight pedagogies and teacher strategies which are enacted for and from the classroom and built around both teachers and learners. Recommendations for policy makers are included. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01