DetallesThis book provides an extensive and accessible exploration of key features related to language teaching and material designo Framed within an informed and reflective approach, it offers a thorough discussion about the origins, educational philosophies, and evolving views of curriculum designo It then examines the key theories on language learning and teaching that build up our systems of beliefs and the way they articulate and shape our teaching practices. Drawing on key principies for material design, this book also invites the reader to analyze the meanings and messages that are embedded in the images we find in different types of texts, media, and social networks. A whole section is devoted to the influence of Information and Communication Technologies (lCT) on education and language teaching and the way they may also playa key role in our daily practices. This book closes with an integrative chapter that explains in detail the main phases we pro pose for a model unit design, which can in turn serve as a model for the construction of other teaching materials, for in this model unit we have made explicit the importance of articulating a sound system of beliefs to guide our curricular choices.Along with the theoretical discussions present in the book, the reader will also find three key features designed to provide a framework upon which to reflect, apply, and further explore each chapter\'s content. A set of activities provide real opportunities to question, explore, and act upon classroom practice with transformative purposes.This book is an important contribution to the field of English Language Teaching (ELT) in Colombia, as it aims to scaffold language teachers, pre-service language teachers, and undergraduate students in the process ofteaching and material design by helping them to become informed decision-makers in this endeavor.
- Información adicional
Editor / Marca U. Pedagógica Nacional Editor Año de Edición 2018 Número de Páginas 272 Idioma(s) Español Terminado Tapa rústica Alto y ancho 17 x 24 cm Peso 0.4200 Tipo Producto libro PDF URL
Esperanza Vera Rodríguez, Claudia Marcela Chapetón Castro y Zulma Rocío Buitrago Escobar
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- Tabla de Contenido
- ContentsIntroductionCHAPTER 1Origins, Views on Curriculum, and its Application on Language TeachingOrigins of the Word CurriculumEarly Characteristics of the Currículum and Foreign Language TeachingEvolution of the CurriculumCurrículum Characteristícs and ComponentsCurrículum and Language TeachingTime for reflectionTime for praxisTime for explorationCHAPTER 2Philosophy of Education and CurriculumSorne Philosophies of EducationPhilosophy as Critical InquiryPhilosophies and Different Models of CurrículumA Brief History of Currículum StudiesThe Practical Currículum (Anticipated Creation of Alternatives)The Process or Hypothetícal CurriculumConclusionTime for reflectionTime for praxisTime for explorationCHAPTER 3Organizing Your Systern of BeliefsYour System ofBeliefsA Framework for Articulating Your BeliefsTime for explorationConclusionTime for reflectionTime for praxisTime for explorationCHAPTER 4An Overview on Sorne Theories of Learning and theírApplication in Language TeachingTheories of LearningConclusionTime for reflectíonTime for praxisTimeforexplorationCHAPTER 5Principles of Second Language Acquisition, Serniotics, and Graphic Desígn for Material DesignPrincipIes for Designing Second Language Learning MaterialsTime for exploratíonSemioticsTime for exploratíonElements and PrincipIes of DesignConclusionTime for reflectíonTime for praxisTime for exploratíonCHAPTER 6An Informed Use of rcr in Material DesignFears and Expectations about Computer Use in EducationAn Overview of Computer DevelopmentUse of rr in Instruction and LearningEmphases of IT and JeT EducationThe Network EraPresent and Future DevelopmentsInstructional Design: A Models-ApproachConclusionTime for reflectíonTime for praxísTime for exploratíonCHAPTER 7Fundamental Considerations in Unit DesignModels of L2 curriculumTime for exploratíonProficiency- Based Language InstructionContent - Based Language InstructionTime fOI explorationStandards - Based Language EducationStandards in Hígher EducationTime for explorationWhat Changes Are Needed?Unit Desígn ProcessTime for ref1ectionTime for reflectionTime for praxis 1Time for praxis 2Time for explorationConclusionReferencesAuthors