37502319
Description
Mind Map by Paula Lacombe, updated more than 1 year ago
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Created by Paula Lacombe
over 1 year ago
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Foreign language acquisition
and learning
- Foreign language is a practical and theoretical course that is part of the practical component of
LILEI, where the student focuses on the development, collection, reflection and interaction of the
environment, as well as the use of ICT without leaving the teaching process.
- Learning outcomes and how they are
related to each phase of the course.
- In general, in each phase the application of effective forms
of evaluation is sought, oriented in the disciplinary field in
order to develop pedagogical strength of knowledge, in
this way the student will use the code of pedagogical
practice known under the model of the destined
modalities.
- Learning Outcome 1 (phase 1): Review the characteristics of the
course and the particularities of the pedagogical and educational
practice process.
- Learning Outcome 2 (phase 2): Examine the
factors that influence the process of foreign
language acquisition and learning methodically
and in detail within the pedagogical practice
scenarios.
- Learning Outcome 3 (phase 3): Compare the main
theories on foreign language acquisition within the
context of the pedagogical practice scenario.
- Learning Outcome 4 (phase 4): Evaluate teaching
strategies used within the classroom based on the
student's learning characteristics.
- Learning Outcome 5 (phase 5): Set up a proposal related to
the new assessment approaches in the classroom
environment.
- Learning Outcome 1 (phase 1): Review the characteristics of the
course and the particularities of the pedagogical and educational
practice process.
- In general, in each phase the application of effective forms
of evaluation is sought, oriented in the disciplinary field in
order to develop pedagogical strength of knowledge, in
this way the student will use the code of pedagogical
practice known under the model of the destined
modalities.
- Units
- 1. Foreign Language Acquisition from the
theory to the practice, gives wide theoretical
support regarding the Foreign Language
Learner and the Acquisition Process.
- 2. earning trends in Foreign Language, will
serve to acquaint students with the latest
tendencies in the teaching of English with
reference to the use of technology in the
teaching process and the inclusion of
teaching methods.
- 2. earning trends in Foreign Language, will
serve to acquaint students with the latest
tendencies in the teaching of English with
reference to the use of technology in the
teaching process and the inclusion of
teaching methods.
- Phases and and what you need to do in each phase.
- Reconigtion activity
- Phase 2 –Participant -Observation
Practice
- Phase 3 – Participant -Observation
Practice
- Phase 4 – Participant -Observation
Practice
- Phase 4 – Participant -Observation
Practice
- Phase 3 – Participant -Observation
Practice
- 8 hours (Participant Observation Practice)
2 hours (Material Development) 3 hours
(ESAPEC)
- 8 hours (Participant Observation
Practice) 2 hours (Material
Development)
- 3 hours for ESAPEC 3 hours for
E-portfolio 3 hours for Simulated
Scenario
- 3 hours for ESAPEC 3 hours for
E-portfolio 3 hours for Simulated
Scenario
- 8 hours (Participant Observation
Practice) 2 hours (Material
Development)
- Phase 2 –Participant -Observation
Practice
- Reconigtion activity
- 1. Foreign Language Acquisition from the
theory to the practice, gives wide theoretical
support regarding the Foreign Language
Learner and the Acquisition Process.
- Specific regulation agreement of pedagogical and education practices. ( Of
Acuerdo reglamento de Practicas Pedagógicas y Educativas )
- The agreements of the pedagogical practice has 9 chapters,
and has 24 articles, which speak of the definition and
purpose of an agreement, all about practices, rights and
duties during this period until its certification.
- The Foreign Language Acquisition and learning course seeks for students
to know and experience the connection between theory and praxis, thanks
to the interaction generated by the practice of pedagogy in the different
scenarios to allow the movement of knowledge that leads to learning. ,
those were one of the many principles that the university focuses
- The Foreign Language Acquisition and learning course seeks for students
to know and experience the connection between theory and praxis, thanks
to the interaction generated by the practice of pedagogy in the different
scenarios to allow the movement of knowledge that leads to learning. ,
those were one of the many principles that the university focuses
- The agreements of the pedagogical practice has 9 chapters,
and has 24 articles, which speak of the definition and
purpose of an agreement, all about practices, rights and
duties during this period until its certification.
- Principles of action
- Comprehensiveness of teaching pedagogical practice.
- Dialogicity between educational actors
- Promotion of protective environments for
children and adolescents
- Respect for differences.
- Excellence in service
- Excellence in service
- Respect for differences.
- Promotion of protective environments for
children and adolescents
- Dialogicity between educational actors
- Comprehensiveness of teaching pedagogical practice.
- Normative referents
- Pre-practice
- As a student at UNAD, I am studying a Bachelor's degree in foreign
languages with an emphasis on English from the renewed registration, for
which I will talk about the pre-internships and academic route of this
course.
- Currently the phase of participant observation is beginning, before carrying out
this process it is important to remember that you must comply with 40 minimum
approved credits, of which 3 specifically are theoretical, 1 practical and the rest is
methodological, if the courses are enrolled in the order that the curriculum
establishes, there will be no inconvenience to meet these requirements.
- Currently the phase of participant observation is beginning, before carrying out
this process it is important to remember that you must comply with 40 minimum
approved credits, of which 3 specifically are theoretical, 1 practical and the rest is
methodological, if the courses are enrolled in the order that the curriculum
establishes, there will be no inconvenience to meet these requirements.
- The practices are divided into three parts, participant
observation, immersion, research practice.
- The pre-practices are an environment that seeks reflection and
understanding of the process of educational and pedagogical practices
by the teacher in training, so that the student has the optimal
conditions for the development of their PPE in the necessary periods.
- The Pre-Practice Seminar has no credits, is not a degree requirement and is free
of charge. By following the curriculum as it is established, the methodological
courses are not inconvenient, so we will highlight those practices that are part
of this process:
- Didactics of English - period IV
Foreign language acquisition and
learning – period IV
- Enfoques curriculares – Period VI
Teaching English to children,
adolescents and adults – Period VI
- Technology in foreign language teaching – Period
VIII Integral pedagogical practice – Period VIII
- Technology in foreign language teaching – Period
VIII Integral pedagogical practice – Period VIII
- Enfoques curriculares – Period VI
Teaching English to children,
adolescents and adults – Period VI
- Evaluación - Period V
Methodology in foreing
language teaching – Period V
- Testing and evaluation in ELT – Period VII
Teacher development - Period VII
- Educational research – Periodo IX Research
pedagogical practice – Period IX
- Educational research – Periodo IX Research
pedagogical practice – Period IX
- Testing and evaluation in ELT – Period VII
Teacher development - Period VII
- Practicas educativas mediadas por TIC – Period X
Pedagogical practice in online enviroments – Period X
- Didactics of English - period IV
Foreign language acquisition and
learning – period IV
- The Pre-Practice Seminar has no credits, is not a degree requirement and is free
of charge. By following the curriculum as it is established, the methodological
courses are not inconvenient, so we will highlight those practices that are part
of this process:
- The pre-practices are an environment that seeks reflection and
understanding of the process of educational and pedagogical practices
by the teacher in training, so that the student has the optimal
conditions for the development of their PPE in the necessary periods.
- As a student at UNAD, I am studying a Bachelor's degree in foreign
languages with an emphasis on English from the renewed registration, for
which I will talk about the pre-internships and academic route of this
course.
- Bachelor degree
- The university currently has the following bachelor's degrees: Bachelor's
degree in child pedagogy, Ethno-education, mathematics, philosophy, and
degree in foreign languages with an emphasis on English, which have a
renewed registration under the subsequent resolution of 2017.
- ESAPEC
- “Estrategia de acompañamiento presencial de la Escuela de Ciencias
de la Educación ESAPEC” Which consists of a certain number of
synchronous accompaniments to groups of student interns, in
interaction with the teachers the teachers of internship
accompaniment ECEDU plans, designs, develops and evaluates
mandatory synchronous meetings planned and scheduled within the
courses, in order to carry out permanent feedback processes for
students
- There is also an accompaniment network guided by the national leader of the
program, the National Pedagogical Practices team, the National Leader of the
School's Practical Component, the School's zonal practice leader, course
directors, the practice accompaniment teacher, and the course network.
- There is also an accompaniment network guided by the national leader of the
program, the National Pedagogical Practices team, the National Leader of the
School's Practical Component, the School's zonal practice leader, course
directors, the practice accompaniment teacher, and the course network.
- Simulator
- ECEDU Recognizes pedagogical practice and educational as a
training process that involves the mastery of knowledge and
allows the development of skills, that is why the Simulator of
Pedagogical Practices as an academic tool that allows students,
based on problem situations to strengthen knowledge
- ECEDU Recognizes pedagogical practice and educational as a
training process that involves the mastery of knowledge and
allows the development of skills, that is why the Simulator of
Pedagogical Practices as an academic tool that allows students,
based on problem situations to strengthen knowledge
- “Estrategia de acompañamiento presencial de la Escuela de Ciencias
de la Educación ESAPEC” Which consists of a certain number of
synchronous accompaniments to groups of student interns, in
interaction with the teachers the teachers of internship
accompaniment ECEDU plans, designs, develops and evaluates
mandatory synchronous meetings planned and scheduled within the
courses, in order to carry out permanent feedback processes for
students
- The university currently has the following bachelor's degrees: Bachelor's
degree in child pedagogy, Ethno-education, mathematics, philosophy, and
degree in foreign languages with an emphasis on English, which have a
renewed registration under the subsequent resolution of 2017.
- The University works under the different laws, decrees and
resolutions by the Ministry of Education to regulate the
education system.
- Since 1994 laws 115 and 30 that talk about the
control of basic, middle, and higher education, in
2008 with law 1188 reflecting on the quality of
teacher training.
- In 2010 due to decree 1295 of the MEN where it shows a qualified record
together with offer and development in higher education programs, it is
replaced with law 1188
- In 2016, the Ministry of Education again renews the qualification record
with resolution 2041, which changes by resolution 18583 of 2017.
- In 2016, the Ministry of Education again renews the qualification record
with resolution 2041, which changes by resolution 18583 of 2017.
- In 2010 due to decree 1295 of the MEN where it shows a qualified record
together with offer and development in higher education programs, it is
replaced with law 1188
- Resolution 5443 of 2010 defines the specific quality
characteristics that teaching programs must handle,
resolution 6966, in articles 3 and 6, modifies it giving
importance to pedagogy practices and its duration.
- Decree 2450 of the year 2015 renews the qualification of the academic
undergraduate programs together with decree 1075 of 2015, a norm
that recognizes the importance of the offer of programs that are from
the educational sciences.
- During July 15, 2019, thanks to decree 1330, chapters 2 and title 3 of chapter
7 of decree 1075 of the 2015 book are changed, once again establishing
parameters for the qualification of academic education programs.
- During July 15, 2019, thanks to decree 1330, chapters 2 and title 3 of chapter
7 of decree 1075 of the 2015 book are changed, once again establishing
parameters for the qualification of academic education programs.
- Decree 2450 of the year 2015 renews the qualification of the academic
undergraduate programs together with decree 1075 of 2015, a norm
that recognizes the importance of the offer of programs that are from
the educational sciences.
- Finally, in November 2020, under resolution 21795, new parameters are
created that replace decree 1075 of 2015. Thanks to the change of 2019, the
pedagogical educational practice and research become fundamental in the
training of graduates. In this way, the University recognizes this axis as an
articulation for the strengthening of the teaching exercise.
- Since 1994 laws 115 and 30 that talk about the
control of basic, middle, and higher education, in
2008 with law 1188 reflecting on the quality of
teacher training.
- Pre-practice
- Learning outcomes and how they are
related to each phase of the course.
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