Annotated-Mina Mina Shirley Raquel Entregable 1

UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
La Universidad Católica de Loja

FACULTAD DE CIENCIAS SOCIALES, EDUCACIÓN Y HUMANIDADES
PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS
TRABAJO DE INTEGRACIÓN CURRICULAR
Systematization of pedagogical experiences in the EFL teaching training

program
Autor: Benavides Alejandro, Jorge David
LOJA-ECUADOR
2024
In the 20th century, English began a process of development as a lingua franca, that is, as
a transport language used by speakers of different native languages to interact in a global
environment. Similar to Latin in the Roman era, English has now established itself as the
dominant means of communication in various sectors of the population, thus promoting
interaction between individuals from different cultures and linguistic backgrounds. To
the dismay that English has a large population of native speakers, the use of the language
has grown considerably among those who have acquired it as a second or third language
in several cases, thus English has become the mother tongue of communication among
the dissimilar cultures that exist in the world (Jeremy Harmer, 2019).
The field of education has undergone significant innovations, driven by technological

advances and evolving learner needs. When it comes to language teaching, the complexity
is even greater, as it is determined by teachers' view of the nature of language, teaching
and language learning in general. The job of teaching is simultaneously mental and social,
as well as being physical, emotional, practical, behavioral, political, experiential,
historical, cultural, spiritual, and personal (Gatbonton, 2000; Mullock, 2006).
This shift towards a more dynamic educational environment has led to the creation of
teaching methodologies focused on active learning. Often, new teaching methods and
materials in second and foreign language teaching are presented as being based on the
latest research in psychology, linguistics or pedagogy. However, each teacher's language
learning history is also unique, as is the way they were taught during their own
observational learning process (Lortie, 1975).
This background is relevant, as both research and second language teaching have been
influenced by the understanding of how learners acquire their first or second language. In
addition, there is a level of complexity in the immediate local setting due to the needs of
the learners in a particular class at a particular time. These needs may be constantly
changing, and teachers face the challenge of adapting their methodologies to respond to
the particularities of each group of learners, adjusting not only to the social and cultural
context of the learners, but also to the specific learning objectives of each class. Although
English has a large population of native speakers, its use has grown considerably among
those who have learned it as a second or third language. However, the precipitous advance
in its use over the past ten years suggests that English is predestined to play an
increasingly important role in global communication.
Jeremy Harmer, educator and writer, is considered an icon in the training of language
teachers, this recognition arises from the great impact of his educational works within the
industry, based on how teachers practice the teaching of foreign languages and students
receive such teaching. In his book 'The Practice of English Language Teaching', Harmer
promotes an eclectic perspective, adjusting various methods such as task-based learning
and vocabulary instruction to the particular demands of each setting and learner.
His focus on genuine communication and the importance of resources has revolutionized
the teaching method, making it easier for learners to develop language skills in a more
relevant way.
The diversity of conceptions about learning has given rise to a wide range of pedagogical
approaches today. While the consensus of most specialists adheres to the premise that
learning is a change that lasts over time and occurs through experience (Analía Palacios,
2022). Currently, it is known that the study addresses dissimilar concepts, such as:
knowledge, relationships, representations and evaluations that students can offer to the
teacher, and the actions that are performed with respect to it, within the framework of
teaching and learning circumstances by the teacher, up to the constructivist ones that
prioritize the active construction of knowledge by the learner depend largely on the
conceptions on the genesis of knowledge that sustain it.
This theoretical diversity translates into a multiplicity of pedagogical approaches,
ranging from traditional models focused on the transmission of knowledge, to more
innovative methodologies that promote collaborative learning, critical thinking and
authentic problem solving (Castorina, 2022). In this context, the choice of a particular
pedagogical approach will depend on social and educational factors in view of the
characteristics of the students, the learning objectives, the available resources and the
epistemological conceptions of the teacher.
Listening comprehension, more than just a linguistic skill, is a comprehensive teaching

method that promotes deep and meaningful language learning, encompassing the entire
process of interpreting speech, from the mere decoding and linguistic understanding of
the phonic chain […] to interpretation and personal assessment.
By focusing instruction on active listening, students are exposed to a wide spectrum of

accents, registers and topics, thus fostering an authentic and contextualized understanding
of the language, according to the Dictionary of Key Terms of ELE, from the Centro
Virtual Cervantes, “in addition to the strictly linguistic component, cognitive, perceptive,
attitudinal and sociological factors intervene.” This approach goes beyond the decoding
of sounds, involving higher cognitive processes such as inference, synthesis and
evaluation.
Developing listening comprehension means that students can come to understand more
and better everything they hear in the foreign language, through varied and gradual
activities, from identifying key words to participating in debates, students develop
strategies to understand increasingly complex oral messages (Raquel Pinilla, 2019).
The incorporation of authentic materials and the use of technologies such as podcasts and
online platforms enrich the learning experience and allow students to practice listening
comprehension in real contexts. (Rost and Ross, 1991; Pinilla, 1999; Gil Toresano, 2002;
Martín Leralta, 2009). In addition, by encouraging interaction and collaboration between
students, a dynamic and motivating learning environment is created. In short, listening
comprehension, when conceived as a teaching method, not only develops an essential
linguistic skill, but also contributes to the formation of global citizens capable of
communicating effectively in an increasingly multicultural world.
Education seeks to promote pedagogical orientations focused on the transmission and

reception of knowledge, encouraging actions that promote meaningful learning by
strengthening increasingly closer ties between teachers, students and the community. To
address such objective it is necessary to fragment the traditional teaching-learning model
in Latin America , overcoming mechanistic educational approaches in theoretical-
practical subjects whose purpose is to activate the self-direction of instruction in a
holistic-integral way, it merits creating a common thread between previous knowledge
and new information in effect, the educational process must be a space that fosters an
environment that awakens motivation and participation in students (Marrero, 2019).
In this context, PBL can be defined as that “methodology that allows students to acquire
knowledge and key competencies through the development of projects that provide
answers to real-life problems” (Ministry of Education, Culture and Sport of the
Government of Spain, 2015, p. 10). Which, delves into a transformative approach in the
formative process, assigning new roles to teachers and students, proposing innovative
ways of structuring the didactic components.
In this regard, regarding the perception of self- and peer-assessment strategies versus
other methods other than PBL, the research of (Abella,2020), finds as a result that no
participant in the project shows total disagreement about the consideration that self- and
peer-assessment through rubrics constitutes a fair assessment system, which is a sign of
the positive penetration of the PBL method.
Bibliogtaphy
Lightbown and Spada, P.M. and N. (no date) How languages are learned 4e | professional
development | Oxford University Press, How Languages are Learned. Available at:
https://elt.oup.com/catalogue/items/global/teacher_development/oxford_handbook
s_for_language_teachers/9780194541268?cc=us&selLanguage=en%20(Accessed:
%2002%20November%202024).
Freeman and Anderson, Diane Larsen and Marti. “Techniques & Principles in Language
Teaching https://acasearch.wordpress.com/wp-content/uploads/2015/03/techniques-in-
language-teaching.pdf OXFORD.
Palacios, A. (2022). Abordajes del aprendizaje y la construcción del conocimiento. EN:

A.M. Palacios, M.A. Pedragosa y M. Querejeta (Coords.). Lenguaje, pensamiento y
construcción del conocimiento La Plata : Universidad Nacional de La Plata ; EDULP.
pp. 6-28. En Memoria Académica. Disponible en:
https://www.memoria.fahce.unlp.edu.ar/libros/pm.5578/pm.5578.pdf
e Ruiz de Zarobe , Leyr y Yolanda. “ENSEÑAR HOY UNA LENGUA

EXTRANJERA.” https://octaedro.com/wp-content/uploads/2020/12/30809-Ensenar-
hoy-una-lengua-extranjera.pdf, Ediciones Octaedro.
Ciencia Latina Revista Científica Multidisciplinar Marzo-Abril, 2023, Volumen 7,

Número 2. https://doi.org/10.37811/cl_rcm.v7i2.5606

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UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA

La Universidad Católica de Loja

PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

TRABAJO DE INTEGRACIÓN CURRICULAR

Systematization of pedagogical experiences in the EFL teaching training

Autor: Benavides Alejandro, Jorge David

The field of education has undergone significant innovations, driven by technological

Listening comprehension, more than just a linguistic skill, is a comprehensive teaching

By focusing instruction on active listening, students are exposed to a wide spectrum of

Education seeks to promote pedagogical orientations focused on the transmission and

Palacios, A. (2022). Abordajes del aprendizaje y la construcción del conocimiento. EN:

e Ruiz de Zarobe , Leyr y Yolanda. “ENSEÑAR HOY UNA LENGUA

Ciencia Latina Revista Científica Multidisciplinar Marzo-Abril, 2023, Volumen 7,

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