Componente de Didáctica Específica

Componente de Didáctica Específica (4)

Miércoles, 02 Mayo 2018 16:53

Assessment and Evaluation

Escrito por

Course Description

 

This course provides graduate students with opportunities to master the essentials of language assessment, testing, and evaluation. Likewise, students are expected to develop practical working knowledge of concepts and procedures in second and foreign language classrooms and programs. As reflective and informed developers and judges of language evaluations, graduate students (current teachers) will be prepared to improve language evaluation at their workplaces by applying the knowledge gained so that assessment practices will indeed reveal congruence among national requirements, institutional purposes, program and course goals, teaching strategies, and student abilities. The main axes of the course are: what, why, how, and when to evaluate. Additionally, in order to understand the changes in focus, view and appearance of evaluations, an overview of practices and tendencies will be studied. Some concepts of language will be revisited in order to better approach the definition of the construct that is to be evaluated. The main types (summative and formative) and forms (traditional and alternative) of evaluation will be studied. Major emphasis will be given to the qualities required for useful evaluations [the different kinds of validity (construct, content, systemic, and consequential), trustworthiness (or reliability), transparency, authenticity, interactiveness, practicality] and to the principles (democracy and fairness) needed in evaluation practices in general.

Miércoles, 02 Mayo 2018 16:35

Curriculum and Course Design

Escrito por

Course Description

 

This course aims to introduce participants to current theoretical and practical development in English language teaching, and to present them with the opportunity to develop their expertise in the design of English language programmes and teaching materials which can be used in their own specific educational contexts. At the end of the course students will be able to report in an essay the implications and challenges of designing a course in the light of current trends of language teaching and learning.

Miércoles, 25 Abril 2018 19:00

Issues and Trends in Language Teaching

Escrito por

Course Description

 

The course provides opportunities to critically evaluate issues arising from core elements of ELT practice. It also explores the relationship and interdependence between methodology and teachers’ beliefs and practices. Participants will gain insights and a critical appreciation of the process of planning and delivering English language lessons and develop sensitivity to complex ELT contexts. Besides, it also aims at understanding language teaching through reflection and classroom enquiry, thus, reflective teaching is at the core of the course and innovation is a key component of it.

Miércoles, 25 Abril 2018 18:54

Second Language Acquisition

Escrito por

Course Description

 

This course introduces students to the study of Second Language Acquisition (SLA) as a discipline that focuses on the processes carried out by learners and inquires on the role of teachers to facilitate such processes. It examines the theoretical foundations and basic concepts needed to undertake the study of SLA, explores research and pedagogical strategies in first and second language acquisition and develops an understanding of stages and influential factors such as age, learning style, personality, attitude and cognition, as well as different learning development models (Universal Grammar, Cognitive, and Sociocultural) essential for the study of SLA. It also highlights the need for reflective and context-sensitive language teaching, so that the theories studied can be meaningful to students and facilitate localized teaching practices. The goal is to engage students in readings, reflections, and discussions that will empower them to have more elements to make informed decisions on what needs to be considered in their specific teaching contexts.