Actualidades Investigativas en Educación ISSN electrónico: 1409-4703

OAI: https://revistas.ucr.ac.cr/index.php/aie/oai
Form-focused instruction (FFI) and language features attended to during content-based instruction (CBI) lessons at a southeastern Mexican university
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Palabras clave

instrucción basada en contenidos
métodos de enseñanza
enseñanza del inglés
content-based instruction
teaching methods
english teaching

Cómo citar

Arias de la Cruz, A., Domínguez Barrera, G., & Morales Vázquez, E. (2019). Form-focused instruction (FFI) and language features attended to during content-based instruction (CBI) lessons at a southeastern Mexican university. Actualidades Investigativas En Educación, 19(1). https://doi.org/10.15517/aie.v19i1.34785

Resumen

Una de las limitantes comúnmente reportada, en estudios de la Enseñanza basada en contenidos, es la poca atención que las personas docentes prestan a los aspectos lingüísticos. En México existen 33 universidades que ofrecen licenciaturas en la enseñanza del inglés, en ellas se imparten materias de contenido; no obstante, se sabe poco sobre cómo se dan estas materias y acerca de si los profesores ponen atención a aspectos lingüísticos. Este artículo presenta los resultados de un estudio llevado a cabo con el objetivo de determinar si se implementa la instrucción basada en la forma, en cursos de contenido, en una universidad sureña en México. Asimismo, se muestra el tipo de instrucción basada en la forma, que implementan las personas docentes. Mediante un abordaje cualitativo y a través de un estudio de casos, con un alcance de tipo descriptivo, se observó a dos docentes que enseñaban materias de contenido a dos grupos de estudiantes (n=55) de una licenciatura en lenguas modernas. Después de 15 horas de observación, las clases fueron analizadas utilizando el Esquema de Orientación Comunicativa de la Enseñanza de Idiomas o “COLT Scheme” (siglas por su significado en el idioma inglés). Los resultados muestran que el cuerpo docente implementó, solamente, una instrucción basada en la forma de manera reactiva, no hubo evidencia de una instrucción basada en la forma de manera proactiva. Los aspectos lingüísticos atendidos se limitaron a vocabulario y pronunciación, y muy escasamente a la gramática. Por lo tanto, no hay una verdadera integración del contenido y el idioma. Las personas docentes de materias de contenido necesitan implementar la instrucción basada en la forma de manera proactiva, esto para dirigir la atención del estudiantado hacia los aspectos lingüísticos menos comunes del idioma que se estudia
https://doi.org/10.15517/aie.v19i1.34785
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