Foreign language acquisition and learning

Foreign language is a practical and theoretical course that is part of the practical component of LILEI, where the student focuses on the development, collection, reflection and interaction of the environment, as well as the use of ICT without leaving the teaching process.
1. Learning outcomes and how they are related to each phase of the course.
  1. In general, in each phase the application of effective forms of evaluation is sought, oriented in the disciplinary field in order to develop pedagogical strength of knowledge, in this way the student will use the code of pedagogical practice known under the model of the destined modalities.
    1. Learning Outcome 1 (phase 1): Review the characteristics of the course and the particularities of the pedagogical and educational practice process.
    2. Learning Outcome 2 (phase 2): Examine the factors that influence the process of foreign language acquisition and learning methodically and in detail within the pedagogical practice scenarios.
    3. Learning Outcome 3 (phase 3): Compare the main theories on foreign language acquisition within the context of the pedagogical practice scenario.
    4. Learning Outcome 4 (phase 4): Evaluate teaching strategies used within the classroom based on the student's learning characteristics.
    5. Learning Outcome 5 (phase 5): Set up a proposal related to the new assessment approaches in the classroom environment.
2. Units
  1. 1. Foreign Language Acquisition from the theory to the practice, gives wide theoretical support regarding the Foreign Language Learner and the Acquisition Process.
    1. 2. earning trends in Foreign Language, will serve to acquaint students with the latest tendencies in the teaching of English with reference to the use of technology in the teaching process and the inclusion of teaching methods.
  2. Phases and and what you need to do in each phase.
    1. Reconigtion activity
      1. Phase 2 –Participant -Observation Practice
        Phase 3 – Participant -Observation Practice
        Phase 4 – Participant -Observation Practice
      2. 8 hours (Participant Observation Practice) 2 hours (Material Development) 3 hours (ESAPEC)
        8 hours (Participant Observation Practice) 2 hours (Material Development)
        3 hours for ESAPEC 3 hours for E-portfolio 3 hours for Simulated Scenario
3. Specific regulation agreement of pedagogical and education practices. ( Of Acuerdo reglamento de Practicas Pedagógicas y Educativas )
  1. The agreements of the pedagogical practice has 9 chapters, and has 24 articles, which speak of the definition and purpose of an agreement, all about practices, rights and duties during this period until its certification.
    1. The Foreign Language Acquisition and learning course seeks for students to know and experience the connection between theory and praxis, thanks to the interaction generated by the practice of pedagogy in the different scenarios to allow the movement of knowledge that leads to learning. , those were one of the many principles that the university focuses
4. Principles of action
  1. Comprehensiveness of teaching pedagogical practice.
    1. Dialogicity between educational actors
      1. Promotion of protective environments for children and adolescents
        Respect for differences.
        Excellence in service
5. Normative referents
  1. Pre-practice
    1. As a student at UNAD, I am studying a Bachelor's degree in foreign languages with an emphasis on English from the renewed registration, for which I will talk about the pre-internships and academic route of this course.
      1. Currently the phase of participant observation is beginning, before carrying out this process it is important to remember that you must comply with 40 minimum approved credits, of which 3 specifically are theoretical, 1 practical and the rest is methodological, if the courses are enrolled in the order that the curriculum establishes, there will be no inconvenience to meet these requirements.
    2. The practices are divided into three parts, participant observation, immersion, research practice.
      1. The pre-practices are an environment that seeks reflection and understanding of the process of educational and pedagogical practices by the teacher in training, so that the student has the optimal conditions for the development of their PPE in the necessary periods.
        The Pre-Practice Seminar has no credits, is not a degree requirement and is free of charge. By following the curriculum as it is established, the methodological courses are not inconvenient, so we will highlight those practices that are part of this process:
        Didactics of English - period IV Foreign language acquisition and learning – period IV
        Enfoques curriculares – Period VI Teaching English to children, adolescents and adults – Period VI
        Technology in foreign language teaching – Period VIII Integral pedagogical practice – Period VIII
        Evaluación - Period V Methodology in foreing language teaching – Period V
        Testing and evaluation in ELT – Period VII Teacher development - Period VII
        Educational research – Periodo IX Research pedagogical practice – Period IX
        Practicas educativas mediadas por TIC – Period X Pedagogical practice in online enviroments – Period X
  2. Bachelor degree
    1. The university currently has the following bachelor's degrees: Bachelor's degree in child pedagogy, Ethno-education, mathematics, philosophy, and degree in foreign languages with an emphasis on English, which have a renewed registration under the subsequent resolution of 2017.
    2. ESAPEC
      1. “Estrategia de acompañamiento presencial de la Escuela de Ciencias de la Educación ESAPEC” Which consists of a certain number of synchronous accompaniments to groups of student interns, in interaction with the teachers the teachers of internship accompaniment ECEDU plans, designs, develops and evaluates mandatory synchronous meetings planned and scheduled within the courses, in order to carry out permanent feedback processes for students
        There is also an accompaniment network guided by the national leader of the program, the National Pedagogical Practices team, the National Leader of the School's Practical Component, the School's zonal practice leader, course directors, the practice accompaniment teacher, and the course network.
      2. Simulator
        ECEDU Recognizes pedagogical practice and educational as a training process that involves the mastery of knowledge and allows the development of skills, that is why the Simulator of Pedagogical Practices as an academic tool that allows students, based on problem situations to strengthen knowledge
  3. The University works under the different laws, decrees and resolutions by the Ministry of Education to regulate the education system.
    1. Since 1994 laws 115 and 30 that talk about the control of basic, middle, and higher education, in 2008 with law 1188 reflecting on the quality of teacher training.
      1. In 2010 due to decree 1295 of the MEN where it shows a qualified record together with offer and development in higher education programs, it is replaced with law 1188
        In 2016, the Ministry of Education again renews the qualification record with resolution 2041, which changes by resolution 18583 of 2017.
    2. Resolution 5443 of 2010 defines the specific quality characteristics that teaching programs must handle, resolution 6966, in articles 3 and 6, modifies it giving importance to pedagogy practices and its duration.
      1. Decree 2450 of the year 2015 renews the qualification of the academic undergraduate programs together with decree 1075 of 2015, a norm that recognizes the importance of the offer of programs that are from the educational sciences.
        During July 15, 2019, thanks to decree 1330, chapters 2 and title 3 of chapter 7 of decree 1075 of the 2015 book are changed, once again establishing parameters for the qualification of academic education programs.
    3. Finally, in November 2020, under resolution 21795, new parameters are created that replace decree 1075 of 2015. Thanks to the change of 2019, the pedagogical educational practice and research become fundamental in the training of graduates. In this way, the University recognizes this axis as an articulation for the strengthening of the teaching exercise.

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Foreign language acquisition and learning

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