Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers

Authors

  • Fredy Alonso Dueñas Macías Universidad Pedagógica y Tecnológica de Colombia

DOI:

https://doi.org/10.19053/2011835X.1937

Abstract

Abstract


This article aims at sharing the results of a small scale research project focused on guiding non-English speaking teachers of a Colombian bilingual school to perform their tasks in English within a school environment, through the implementation of a learner– centered curriculum based on English speaking-oriented workshops. Through the
implementation of this curriculum, it was seemed that the teaching, incorporation and use of some expressions of the English language, such as: greetings and farewells, common classroom expressions,
commands and vocabulary, relate d to the specific subjects or topics those teachers teach, in addition to other aspects closely related to those topics, such as pronunciation. This project was conducted at a Colombian bilingual school with a group of 11 teachers in different subjects. Informal conversations with the teachers, interviews, questionnaires and workshops were used  to collect the information in this action research study. Findings revealed that through the use of speaking-oriented practice in the workshops, those teachers could reflect on their own foreign language learning process. They became confident and improved their speaking skills. They had the opportunity of working and enhancing their autonomous and cooperative learning skills.

Key words: learner-centered curriculum, speaking-oriented workshops, autonomous learning, cooperative learning.

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Author Biography

Fredy Alonso Dueñas Macías, Universidad Pedagógica y Tecnológica de Colombia

Administrativo Profesional

Oficina Educación Virtual

Published

2013-05-31

How to Cite

Dueñas Macías, F. A. (2013). Learner-Centered Curriculum: A Step Towards English Speaking Skill Improvement of Non-English Teachers. Enletawa Journal, (3 Jan). https://doi.org/10.19053/2011835X.1937

Issue

Section

Research Reports

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