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    El Aprendizaje de la lengua como un fin en sí mismo o como un medio para el desarrollo de un saber social y cultural

    Learning the language as a goal in itself or as a means for the development of a social and cultural knowledge

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    Mantilla Forero, Luis Alfredo
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    http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/841
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    TY - GEN T1 - El Aprendizaje de la lengua como un fin en sí mismo o como un medio para el desarrollo de un saber social y cultural T1 - Learning the language as a goal in itself or as a means for the development of a social and cultural knowledge AU - Mantilla Forero, Luis Alfredo PB - Universidad Santo Tomás seccional Bucaramanga AB - The following article is a revision, adjustment and update of the Basic Standards of Language Competence (EBC as in Spanish “Estándares Básicos de Competencia) that are being carried out in the country, but their main goal is to overcome the barriers of the last discussions that took place and to be able to propose, in a positive way, some  considerations about setting up standards of an area of knowledge such as language and the implications that this endeavor supposes for the teaching-learning process in the classroom. In the same way, the most important contribution will be to provide tools to go beyond the dichotomy between language teaching as a means itself, towards the challenge of understanding it as a means for the development of creativity and a social commitment with mankind. This permeates oral, reading and writing processes to rethink them from language pedagogy and didactic perspectives, critical-thinking development, the social impact learning these processes should generate, and how they can or “should” be assessed by an internal or external Government school system. The conclusion leaves us with some thoughts about the need to recover the teaching role as that of an intellectual committed with a language social and cultural teaching approach to make expected learning possible. ER - @misc{11634_8180, author = {Mantilla Forero Luis Alfredo}, title = {El Aprendizaje de la lengua como un fin en sí mismo o como un medio para el desarrollo de un saber social y culturalLearning the language as a goal in itself or as a means for the development of a social and cultural knowledge}, year = {}, abstract = {The following article is a revision, adjustment and update of the Basic Standards of Language Competence (EBC as in Spanish “Estándares Básicos de Competencia) that are being carried out in the country, but their main goal is to overcome the barriers of the last discussions that took place and to be able to propose, in a positive way, some  considerations about setting up standards of an area of knowledge such as language and the implications that this endeavor supposes for the teaching-learning process in the classroom. In the same way, the most important contribution will be to provide tools to go beyond the dichotomy between language teaching as a means itself, towards the challenge of understanding it as a means for the development of creativity and a social commitment with mankind. This permeates oral, reading and writing processes to rethink them from language pedagogy and didactic perspectives, critical-thinking development, the social impact learning these processes should generate, and how they can or “should” be assessed by an internal or external Government school system. The conclusion leaves us with some thoughts about the need to recover the teaching role as that of an intellectual committed with a language social and cultural teaching approach to make expected learning possible.}, url = {} }RT Generic T1 El Aprendizaje de la lengua como un fin en sí mismo o como un medio para el desarrollo de un saber social y cultural T1 Learning the language as a goal in itself or as a means for the development of a social and cultural knowledge A1 Mantilla Forero, Luis Alfredo PB Universidad Santo Tomás seccional Bucaramanga AB The following article is a revision, adjustment and update of the Basic Standards of Language Competence (EBC as in Spanish “Estándares Básicos de Competencia) that are being carried out in the country, but their main goal is to overcome the barriers of the last discussions that took place and to be able to propose, in a positive way, some  considerations about setting up standards of an area of knowledge such as language and the implications that this endeavor supposes for the teaching-learning process in the classroom. In the same way, the most important contribution will be to provide tools to go beyond the dichotomy between language teaching as a means itself, towards the challenge of understanding it as a means for the development of creativity and a social commitment with mankind. This permeates oral, reading and writing processes to rethink them from language pedagogy and didactic perspectives, critical-thinking development, the social impact learning these processes should generate, and how they can or “should” be assessed by an internal or external Government school system. The conclusion leaves us with some thoughts about the need to recover the teaching role as that of an intellectual committed with a language social and cultural teaching approach to make expected learning possible. OL Spanish (121)
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    Abstract
    The following article is a revision, adjustment and update of the Basic Standards of Language Competence (EBC as in Spanish “Estándares Básicos de Competencia) that are being carried out in the country, but their main goal is to overcome the barriers of the last discussions that took place and to be able to propose, in a positive way, some  considerations about setting up standards of an area of knowledge such as language and the implications that this endeavor supposes for the teaching-learning process in the classroom. In the same way, the most important contribution will be to provide tools to go beyond the dichotomy between language teaching as a means itself, towards the challenge of understanding it as a means for the development of creativity and a social commitment with mankind. This permeates oral, reading and writing processes to rethink them from language pedagogy and didactic perspectives, critical-thinking development, the social impact learning these processes should generate, and how they can or “should” be assessed by an internal or external Government school system. The conclusion leaves us with some thoughts about the need to recover the teaching role as that of an intellectual committed with a language social and cultural teaching approach to make expected learning possible.
     
    El siguiente artículo de reexión parte del proceso de revisión, ajuste y actualización de los Estándares Básicos de Competencias (EBC) en Lenguaje que se está realizando en el país, pero su n es el de traspasar las barreras de las discusiones realizadas y poder, de manera propositiva, plantear unas consideraciones en torno a lo que supone la estandarización de un área del saber como lo es la de lenguaje y las implicaciones que esta labor tiene para el ejercicio de enseñanza - aprendizaje en el aula. En ese mismo sentido, el más importante aporte será el de brindar herramientas para superar la dicotomía existente entre la enseñanza de la lengua como un n en sí misma, frente al reto de comprenderla como un medio para el desarrollo de la creatividad y un compromiso social con la humanidad. Lo anterior permea los procesos de oralidad, lectura y escritura para repensarlos desde una pedagogía-didáctica de la lengua, el desarrollo del pensamiento crítico, el impacto social que debería generar el aprendizaje de estos procesos y cómo los mismos pueden o “deben” ser evaluados por un sistema interno escolar o externo estatal. La conclusión deja como pensamiento abierto la necesidad de recuperar el ejercicio del maestro como un intelectual, comprometido con un enfoque social y cultural de la enseñanza de la lengua, para que los aprendizajes esperados sean posibles.
     

     

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    • Universidad Abierta y a Distancia
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    • Convento Santo Domingo
    Infotegra S.A.S