Frequently Reported Practices in Communicative Language Teaching: an exploratory study at Secondary Schools and Official Schools of Languages in the Madrid region

• Autores: Marta Garrote Salazar , Isabel Alonso Belmonte , Edgardo Galetti
• Localización: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Vol. 17, Nº. 1, 2018, págs. 45-61
• Idioma: inglés
• Títulos paralelos:
  • Prácticas docentes más frecuentes para el desarrollo del enfoque comunicativo: un estudio preliminar en Educación Secundaria y Escuelas Oficiales de Idiomas en la región de Madrid
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este artículo versa sobre la ejecución práctica del enfoque comunicativo en la enseñanza de lenguas extranjeras en educación secundaria y escuelas oficiales de idiomas en Madrid. Concretamente, el principal objetivo de este trabajo es identificar las prácticas comunicativas más habituales en el aula de idiomas a partir de los datos obtenidos entre 91 profesores experimentados. Este estudio se ha realizado en el marco del proyecto de investigación internacional KIELO, cuyo propósito es recabar opiniones de profesores de lenguas extranjeras sobre diversos aspectos de su actividad docente a partir de un cuestionario diseñado ad hoc. Los resultados señalan que las prácticas más frecuentes en educación secundaria están claramente orientadas a la comunicación y que los docentes que las llevan a cabo de forma regular son aquellos que se consideran investigadores y aprendices en el aula. Los resultados también muestran diferencias significativas con otros estudios KIELO llevados a cabo en otros países.

  • English

    This paper is about the implementation of Communicative Language Teaching in foreign languages instruction in Secondary Education and Official Schools of Languages in the region of Madrid (Spain). More specifically, its main goal is to map the variety of communicative practices carried out in the FL classroom as reported by 91 experienced teachers. Data was collected as part of a larger international research project, the KIELO study, where FL educators from different countries were asked about varied aspects of their daily teaching activity with the help of an ad hoc designed questionnaire. Findings highlight that the most frequent reported practices in secondary education are clearly communicatively oriented and that their implementation in the FL classroom is mainly determined by teachers’ self-conception as researchers and learners. Results also show that the Spanish findings are not always in line with previous KIELO studies.

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