哥伦比亚大学外语标准的幻觉

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2016-11-29 DOI:10.5294/LACLIL.2016.9.2.8
Rigoberto Castillo, Alexandra Pineda-Puerta
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引用次数: 6

摘要

哥伦比亚教育部为高等教育制定了一项政策,其中毕业生应达到另一种语言的中级熟练程度(B1);预计到2025年,他们离开大学时将获得中级以上水平(B2)。这篇报道是针对试图参与该政策的私立大学,但该大学有要求,而不是外语政策。它提供他们的学生160个小时,他们很难达到高初级水平(A2)。学院董事会进行了一项满意度调查,这成为这里报道的行动研究的第一个周期。624名英语学习者表达了对课程的不满,对教学方法和结果的失望。这种情况反映了Bourdieu(1995)所定义的幻觉,即我们共同同意玩的“游戏”是值得玩的,我们共同选择认可的虚构构成了现实。作者进行了第二个循环,以确定不满意的来源,并确定涉众的需求和愿望。结果表明,管理者希望英语强化学科知识,学习者希望学会说英语,教师希望教授语法。第三个周期计划提出一项课程建议,使时间、空间、工作人员、内容学习和语言学习的资源分配符合符合方案需要和期望的标准。换句话说,我们希望提出一项建议,纠正对现实的集体误解,这种误解本身就是现实。doi: 10.5294 / laclil.2016.9.2.8
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The illusio of the foreign language standard in a Colombian university
The Ministry of education in Colombia set a policy for higher education in which graduates should achieve an intermediate proficiency level (B1) in another language; and by 2025 it expects that they leave college with an upper intermediate level (B2). This report deals with a private college that attempts to participate in the policy, yet the college has a requirement, not a foreign language policy. It offers their students 160 hours in which they hardly attain a high beginner level (A2). The Board of Directors of the college conducted a satisfaction survey that becamethe first cycle of the action research study reported here. The sample of 624 EFL learners expressed dissatisfaction with the program and frustration with the approach and with the results. The situation mirrored what Bourdieu (1995) defines as the illusio, the belief that the “game” we collectively agree to play is worth playing, that the fiction we collectively elect to accredit constitutes reality. The authors conducted a second cycle to establish the source of dissatisfaction, and to identify the needs and wants of the stakeholders. The results indicate that the administrators expect that English reinforce disciplinary knowledge, while learners expect to learn to speak it, and teachers expect to teach grammar. A third cycle has been planned to propose a curriculum proposal that reconciles the allotments of resources of time, space, staff, content learning and language learning with a standard that meets the needs and expectations of the program. In other words we expect to make a proposal that corrects the collective misperception of realitywhich constitutes a reality in itself. doi: 10.5294/laclil.2016.9.2.8
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