DOI:
https://doi.org/10.14483/22487085.17878Published:
2023-06-26Issue:
Vol. 25 No. 1 (2023): January-JuneSection:
Research ArticlesEnglish teachers’ perceptions of Task-Based Instruction in Risaralda, Colombia.
Las Percepciones de los profesores de inglés sobre la Enseñanza Basada en Tareas en Risaralda, Colombia.
Keywords:
Aprendizaje basado en tareas, la enseñanza y el aprendizaje del ingles, las percepciones de los profesores de ingles, proyecto de bilingüismo (es).Keywords:
bilingualism project, English teaching and learning, English language Teachers' perceptions, Task-Based Instruction (en).Downloads
Abstract (en)
This paper reports the findings of the bilingualism macro-project developed in the department of Risaralda which was aimed at determining English teachers’ perceptions after the implementation of Task-Based Instruction (TBI) in this department. This project used a qualitative paradigm with a narrative inquiry orientation to analyse the experiences of 12 English language teachers implementing TBI. Classroom observations, questionnaires and interviews were the instruments used to collect data from English teachers. The results indicated that English language educators in Risaralda find this methodology helpful to improve students’ English language skills as well as their engagement toward the English class, but they also manifest that implementing classes with TBI is time consuming and requires the design and adaptation of culture-sensitive materials. The results also report that English teachers experienced a methodological shift in their classes, changing from a structural approach to a more communicative one.
Abstract (es)
Este artículo reporta los hallazgos del macroproyecto de bilingüismo desarrollado en el departamento de Risaralda que tuvo como objetivo determinar las percepciones de los profesores de inglés luego de la implementación de la Enseñanza basada en Tareas (TBI) en este departamento. Este proyecto utilizó un paradigma cualitativo con una orientación de indagación narrativa para analizar las experiencias de 12 profesores de inglés que implementaron TBI. Las observaciones en el aula, los cuestionarios y las entrevistas fueron los instrumentos utilizados para recopilar datos de los profesores de inglés. Los resultados indicaron que los profesores de inglés en Risaralda encuentran útil esta metodología para mejorar las habilidades del idioma inglés de los estudiantes, así como su compromiso con la clase, pero también manifiestan que implementar clases con TBI consume tiempo y requiere el diseño y la adaptación de materiales sensibles a la cultura. Los resultados también informan que los profesores de inglés experimentaron un cambio metodológico en sus clases, pasando de un enfoque estructural a uno más comunicativo.
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