Democratizing didactic transposition: Negotiations between learners and their teacher in a secondary school

Dario Luis Banegas

doi:10.5294/4315

Autores/as

Dario Luis Banegas Autor/a Warwick University, Coventry, UK

DOI:

https://doi.org/10.5294/4315

Palabras clave:

transposición didáctica, AICLE, investigación-acción, negociación, voces de estudiantes.

Resumen

El concepto de transposición didáctica es usualmente encontrado en el campo de enseñanza del inglés pero es común en lenguas como el francés o el español. Este término se refiere a las transformaciones pedagógicas que ocurren entre el conocimiento de referencia y el conocimiento escolar. El presente artículo examina cómo tal proceso fue democratizado mediante el involucramiento de un grupo de estudiantes de la escuela secundaria para sugerir temas, recursos, y actividades con el fin de desarrollar clases en torno a CLIL/AICLE centrado en la lengua. A través de la investigación-acción, un docente argentino desarrolló clases y materiales durante un año lectivo siguiendo las sugerencias y evaluaciones de sus estudiantes. Los datos fueron recolectados a través de entrevistas de clase, encuestas, y el diario de ruta del propio docente. La experiencia demostró que la transposición didáctica inscripta en la teoría sociocultural puede convertirse en democrática cuando (1) los docentes y estudiantes negocian temas y materiales, y discuten sus motivaciones, necesidades, e intereses, y (2) los docentes crean espacios que incorporan sistemáticamente la voz de los estudiantes de manera coherente para la mejora del aprendizaje de lenguas.

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Biografía del autor/a

Dario Luis Banegas, Warwick University, Coventry, UK

Ministry of Education of Chubut: ELT regional tutor, mentor teacher, trainer, teacher, curriculum designer.

Colegio San Luis Gonzaga: teacher and EFL Department coordinator.

University of Warwick: Associate fellow. My research area is materials development towards content and language integration approaches.

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