SCHOOL OF SCIENCES AND EDUCATION Autoevaluación & Acreditación Compromiso Social U.D.
M.A. IN APPLIED LINGUISTICS TO ELT
Course: SEMINAR ON TEACHER PREPARATION ABOUT THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING
Professor: ÁLVARO H. QUINTERO POLO, M.A.
Telephone: 3238400 ext. 6363 (office)
Schedule: Thursday 4:00 – 7:00 PM
Office hours: Thursdays 2:00 – 4:00 PM or by appointment
Date: August 3, 2009
This seminar is characterized by a reflective approach to current methodological practice and a focus on teacher development, learner autonomy and context-sensitive teaching. The sessions of this seminar are designed to explore the intersection at English language curriculum, methodology and teachers’ beliefs and practices.
· To contextualize the course on methodology as part of the development of a Language
Curriculum in Colombian Schools.
· To examine current theories of language teaching taking into account Colombian
socio-economic, cultural and political context.
· To prepare a project that articulates the teaching methodology, the syllabus and the
material that represents an innovation in ELT in your specific context.
The seminar contains plenary discussions oriented by the professor about the theory and practice of English language teaching based on weekly reading assignments. Each participant in the seminar is expected to prepare and share either an oral response or a written response to assigned readings. the repsponses should contain personal insights and a relation to practical educational experience. The class is expected to contribute with questions and comments when sharing and discussing individual responses.
Groups of three (maximum), to be established at the first session, choose one area to prepare an innovative small-scale classroom project. The projects will be developed throughout the semester and cover the theoretical and practical dimensions of English language methodology from an ELT curriculum perspective. The groups present the progress of their projects on the dates in the schedule below.
MA students are encouraged to participate in ASOSOCPI’s 44th
Annual Conference “The Symbolic Power of English: Implications for Colombian
Educational Settings” on October 8 - 11, 2009 at Universidad Pontificia
Brown, D. (1995) The
Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
Fullan, M. (2001) Leading in a Culture of Change. San Francisco. Jossey-Bass – Chapter 3 Understanding Change
Harmer, J. (2007) The practice of English Language teaching.
Essex: Pearson Education Limited
Holliday, A. (1994) Appropriate
Methodology and Social Context. Chapter 7: The Politics of Projects
Hutchinson, T. & Waters. A (1993) English for Specific Purposes: A Learning Centered Approach. Cambridge: Cambridge University Press
Johnson, K. & Golombeck, P.(2002) Teachers’ Narrative Inquiry as Professional
Development. Cambridge: Cambridge University Press
Jordan, R.R. (1997) English for Academic Purposes: A Guide and Resource book for Teachers. Cambridge: Cambridge University Press
A. (2004) Two takes on the critical in Northon & Toothey Critical
Pedagogies. Cambridge: Cambridge University Press
Pennycook, A. (2004) Critical moments in a TESOL praxicum In Northon & Toothey Critical Pedagogies. Cambridge: Cambridge University Press
Richard-Amato (2003) Making It Happen: From Interactive To Participatory Language Teaching. New York: Longman
J. & Lockhart, C. (1996) Reflective teaching in Second Language Classrooms.
Cambridge: Cambridge University Press
Wells, G. & Claxton, G. (2002) Learning for Life in the 21st. Century . Oxford: Blackwell Publishing
Clavijo, A. (1999) Teacher’s
Life Histories: An Important Input in the Formation of Teacher’s Beliefs. CALJ
Clavijo, A. et Al. (2004) Teachers acting critically upon the curriculum: Innovations that transform teaching. Ìkala Vol. 9 No. 15. (pp. 11-44) Universidad de Antioquia.
Pineda, C. (2001) Developing an English as a Foreign Language Curriculum:
The Need for an Articulated Framework . CALJ Vol.3/1 July
Quintero, A. & Piñeros, C. (2006) Conceptualizing as Regards Educational Change and Pedagogical Knowledge: How Novice Teacher Researchers´ Proposals Illustrate this Relationship. Profile Journal. 7, 173-186
Quintero, A. (2003) Teachers’ Informed Decision-making in Evaluation: Corollary of ELT Curriculum as a Human Lived Experience. Colombian Applied Linguistics Journal. Nº 5.
TESOL Quarterly / Teacher Education / The Reading Teacher / ELT Journal / Applied Linguistics Journal / CALJ / Profile / IKALA / Lectura y Vida / Aula Urbana – periódico del IDEP
Allwright, D. & Bailey K. (1994) Focus on the language Classroom. Cambridge: Cambridge University Press.
Allwright, D. (1998) Contextual factors in classroom learning: An Overview. In Malmkjaer K. & Williams J. (Eds.) Context in language learning and language understanding. Cambridge: Cambridge University Press.
Ballenilla, F. (1999) Enseñar investigando. Como formar profesores desde la practica. Sevilla. Diada Editora SL
Cummins, J. (2000) Language, Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon. Multilingual Matters LTD.
Coleman, H. (1996) Society and the Language Classroom. Cambridge: Cambridge University Press
Dewey, J. (1990) The School and Society: The Child and the Curriculum. Chicago: The University of Chicago Press.
Ellis, R. (1998) The evaluation of communicative tasks. In B. Tomlinson, (ed). Material development in language teaching. Cambridge University Press. Cambridge
Fullan, M. (2001) Leading in a Culture of Change. San Francisco. Jossey-Bass (Chapter 5 Knowledge Building.
Holliday, A. (1994) Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.
Hall, G. & Hord, S. (2001) Implementing Change: Patterns, principles and Potholes. Boston: Allyn and Bacon.
Lynch, B. (1996) Language Program Evaluation. Cambridge: Cambridge University
Press. United Kingdom.
Markee, N. (1997) Managing Curricular Innovations. Cambridge: Cambridge University Press.
Ministerio de Educación Nacional. (1999) “Idiomas Extranjeros: Lineamientos curriculares” Santafé de Bogotá: Serie lineamientos curriculares.
Norton, B. & Toohey, K. (2004) Critical Pedagogies and Language Learning. New York. Cambridge University Press
Pennycook, A. (2001) Critical Applied Linguistics: A Critical Introduction. New Jersey. Lawrence Erlbaum Associates, Publishers.
Shor, I & Pari, C. (2000) Education is Politics: Critical Teaching across Differences, Post-secondary. Boynton: Cook Publishers, Inc.
Short, K. (1999) El Aprendizaje a Través de la Indagación. Docentes y Alumnos Diseñan
Juntos el Currículo. Barcelona: Editorial Gedisa
Whitin, P. & Whitin, D. (1997) Inquiry at the Window: Pursuing the Wonders of Learners. Portsmouth: Heinemann
Van Lier, L. (1996) Interaction in the Language Curriculum: Awareness, Autonomy & Authenticity. New York: Longman.
AHQP/AUG. 24, 2009