Fundamentos epistemológicos, pedagógicos y didácticos de los currículos de las Licenciaturas de Inglés y Francés en Colombia

Abstract

The central purpose of this thesis is to determine the epistemological, pedagogical and didactic theoretical framework of the curricula of the Bachelor’s Degrees in English and French in Colombia, and how the different theories have influenced the training of teachers and their linguistic competence. Nowadays, the research of the curricula should be a priority in education and pedagogy. Consequently, there is the need to check the curricula of these degrees and their theoretical basis to find the importance and relevance in the professional training of graduates in English and French. In today's world, where everything happens quickly, communication is decisive to promote a truly globalization. In order to properly communicate with partners from different countries, it is important to learn several foreign languages in addition to the mother tongue. Therefore, it is necessary to train teachers appropriately taking into account that they will be in charge of imparting the knowledge they acquired to the people with whom they interact. The experience as a teacher of bachelor's degrees in foreign languages, has been crucial to corroborate that students receive disciplinary training in English and French during their studies. However, their linguistic performance in these two foreign languages is not always the most competent by the time they graduate, which prove the need to reconsider the curricula that take park in their training. The main aim of this thesis is to conceive an epistemological, pedagogical and didactic theoretical framework of the curricula of the Bachelor’s degrees in English and French as foreign languages in Colombia. In a first moment, the state of the art was established. It was about the peculiar curricula of the training of English and French Foreign Language Teachers in Colombia, which includes 33 undergraduate programs. Once this population was delimited, a representative sample was determined. Specifically, intentional non-probabilistic sampling by expert choice and accessibility was used to choose three of the Bachelor’s degree programs belonging to the population that were the object of study. In a second moment an interpretative analysis of the curricula of the English and French Bachelor’s degrees in Colombia was carried out.