Componente de Didáctica Específica (4)
This course examines fundamental concepts in the field of language assessment, testing, and evaluation. Constructs such as principles, functions, forms, instruments, and purposes of assessment will be revisited in order for graduate students to develop practical working knowledge to use in their teaching practice. Some dichotomic approaches to evaluation such as traditional versus alternative, formative versus summative, formal versus informal, and the like, will also be studied. 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 evaluation practices will indeed reveal congruence among national requirements, institutional purposes, program and course goals, teaching strategies, and student abilities. Major emphasis will be given to identifying the main qualities of effective assessment, whether formative or summative, whether classroom-based or large-scale, whether informal or formal testing. Thus, the theoretical foundation along with the practical exercises implemented in class will undoubtedly make participants more competent in the development and use of language assessments; in other words, this course will enhance their assessment literacy.
At the end of this course, participants will be able to:
- Comprehend the meanings and implications of various assessment-related constructs to use in their teaching discourse and practicum.
- Identify and examine the qualities (reliability, validity, authenticity, interactiveness, practicality, impact, washback, fairness, and democracy) of assessment instruments and procedures.
- Identify different approaches to assessment (of/for/as learning; formative; alternative; computer-based; etc.) as possible implementations in the classroom.
- Design or improve assessment instruments in order to align them with institutional and curricular qualities and principles.
- Determine the significance of evaluation procedures such as self-assessment and peer assessment in order to implement them in their teaching practices.
- Produce more valid, reliable, practical, and authentic language assessments.
- Implement more democratic and fair language assessment procedures.
- Better integrate language assessment and language teaching.
This course aims to introduce participants to current theoretical and practical development in EFL, and to present them with the opportunity to develop their expertise in the design of EFL 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.
- Develop participants’ ability to analyse and evaluate current approaches to course design and development, including areas such as needs analysis, syllabus specification and course management.
- Develop participants’ ability to design courses with appropriate goals and objectives, organization, tasks and texts, etc.
- Enhance the students’ understanding of the importance of context and cross-cultural perspectives in both course and curriculum design.
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.
The course aims to offer participants opportunities to:
- Examine current issues and trends in language teaching taking into account Colombian socio-economic, cultural and political contexts.
- Identify and critically evaluate ELT practices.
- Articulate a view of reflective teaching as a way for professional growth.
- Examine teachers’ beliefs and how these are reflected on pedagogical practices.
- Demonstrate a deep understanding of the importance and complexity of context and how it relates to practical decision-making in ELT.
- Refine and reconsider teachers’ understanding of themselves as persons, knowers, andcreators /discoverers of knowledge.
This course introduces students to the study of 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, therefore, they understand the need for 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.
- To understand the main theories and concepts of SLA.
- To be familiar with the different stages of first and second language acquisition.
- To demonstrate appropriation of the theoretical framework supporting SLA.
- To understand and consider the different variables and influential factors of SLA.
- To propose theory-based strategies in order to develop innovative solutions for their own pedagogical practice.