La tutoría dialógica para la autorregulación y la autonomía en el aprendizaje de una lengua extranjera 

Abstract

This doctoral research is part of the Contemporary Pedagogies line of the Universidad Santo Tomás de Aquino in Bogotá, Colombia. The research, which took four years, was carried out in a Bachelor of Arts (LE) program at a private university in Bogotá. The object of study is the dialogical tutoring (Hoyos, 2012), (Voloshinov, 1976) that takes place between the teacher and the teacher-in-training in the field of English learning. The dissertationist uses a methodological strategy validated by the field of linguistics applied to the teaching of foreign languages by other researchers (Benson, 1996, 2001; Voller & Benson, 1997; Coterall, 1995; and Sinclair, McGrath & Lamb, 2001). The study attempts to close the epistemological gap in the interpretation of the dialogical relationship identified in the field of didactics. It proposes a solution to the detected problem of heteronomy in learning and proposes to develop cooperatively the competences and strategies that a degree program in LE demands, so that the roles of the teacher and the student are transformed, they are more active and they build pedagogical knowledge through dialogue. Thus, the thesis student made a pedagogical intervention focused on knowing and facilitating students and teachers an interaction around the identification of strategies, procedures, resources and the commitment to learn. In the dialogue, an attempt is made to construct a route and goals that are verifiable (Little, 1990), to gain awareness of their progress (Nunan, 1997) and to promote autonomy in learning.