Colombian teachers' questions about CLIL: What can teachers' questions tell us? (Part II)

Andy Curtis

doi:10.5294/laclil.2012.5.2.6

Autores/as

Andy Curtis Autor/a Anaheim University

DOI:

https://doi.org/10.5294/laclil.2012.5.2.6

Palabras clave:

AICLE, Colombia, preguntas de los profesores.

Resumen

Este artículo consta de dos partes. La comienza con una revisión de literaturasobre preguntas de los profesores, que se remonta 100 años atrás y descubre unenfoque casi exclusivo que consiste en que los docentes formulan preguntas de los estudiantes en el aula. Para compensar este aparente descuido de los otros tipos de preguntas que hacen los profesores, por ejemplo entre ellos y a sí mismos, los docentes colombianos fueron invitados a escribir sus preguntas sobre AICLE, en un taller que formó parte de un nuevo programa de Maestría en la enseñanza de inglés. Un total de 85 preguntas fueron escritas por unos 80 docentes de los colegios oficiales de idiomas de todo Estado de Colombia, 69 de ellas relacionadas con AICLE. Estas preguntas se dividieron en tres grupos o conjuntos: AICLE en el contexto colombiano, la implementación de AICLE, y Conceptos Fundamentales de AICLE. Estas preguntas y estas tres categorías se analizan para ver lo que los desarrolladores de programas de desarrollo profesional y capacitación para AICLE en Colombia pueden aprender de dichas preguntas, y cómo pueden informar el diseño de dichos programas.

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Biografía del autor/a

Andy Curtis, Anaheim University

Andy Curtis is a professor in the TESOL program at Anaheim University (CA, USA) and an expert in the field of Intercultural Communications. He has worked with teachers and learners in Europe, Asia and the Middle East, North, South and Central America, and he has published a variety of journal articles, book chapters, and books. He began his professional life as a Medical Science Officer in Clinical Biochemistry, working at hospitals in England but, after gaining his first qualification in TESOL in 1989, left medical science to pursue his passions for languages, teaching, and learning. He holds a teaching degree (BEd) from Sunderland University (UK), and a Master’s degree in Applied Linguistics with English Language Teaching as well as a PhD in International Education from the University of York (UK). From 2001 to 2002, he was a Visiting Professor in the Department of Language Teacher Education at the School for International Training, Vermont, USA. From 2002 to 2006, he was first the Director and then the Executive Director of the School of English at Queen’s University in Canada. From 2007 to 2011, he was the Director of the English Language Teaching Unit at the Chinese University of Hong Kong (CUHK) and an Associate Professor in the Faculty of Education at CUHK.

Citas

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