El pensamiento y conocimiento del profesorado sobre la mediación para la inclusión de alumnado extranjero
-
1
Universidad de Valladolid
info
ISSN: 2254-5883
Datum der Publikation: 2020
Ausgabe: 9
Seiten: 63-72
Art: Artikel
Andere Publikationen in: ReiDoCrea: Revista electrónica de investigación y docencia creativa
Zusammenfassung
This paper presents a study focused on the English as a foreign language teacher in Primary Education. This teacher, who acts as a mediating agent, is in charge of optimizing the process of social and communicative integration of foreign students. Taking into account the potential of mediation as a communicative language activity for the resolution of communicative conflicts and considering that the actions of the teaching staff are intrinsically related to their thinking and knowledge, we aim to inquire about the thought and knowledge about the notion mediation in the perspective of anticipating key elements in didactic training. Through the survey technique, we applied a questionnaire to a significant sample of teachers and collected data on the updated notion of linguistic, cultural, social and pedagogical mediation (North and Piccardo, 2016), to give account on the significant relationship between thought, knowledge and action.
Bibliographische Referenzen
- Arroyo González, R (2004). “Mediación didáctica”. En F Salvador Mata, JL Rodríguez Diéguez y A Bolívar Botía (Dirs.), Diccionario Enciclopédico de Didáctica, II (224-225). Málaga: Aljibe.
- Barrett, M (2013). Intercultural competence: A distinctive hallmark of interculturalism? In M. Barrett (Ed.), Interculturalism and multiculturalism: Similarities and differences (147-168). Strasbourg: Council of Europe Publishing.
- Bondu, D (1998). Nouvelles pratiques de médiation sociale. Paris: ESF.
- Byram, M (2009). The intercultural speaker and the pedagogy of foreign language education. In DK Deardorff (Ed.), The Sage handbook of intercultural competence (321–332). Los Angeles CA: Sage.
- Corcoll López, C y González-Davies, M (2016). Switching codes in the plurilingual classroom. ELT Journal, 70, 67–77.
- Council of Europe (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Strasbourg: Modern Languages Division.
- Council of Europe (2018). Common European Framework of Reference for Languages: learning, teaching, assessment. Companion volume with new descriptors. Strasbourg: Education Policy Division.
- Coste, D, y Cavalli, M (2015). Education, mobility, otherness. The mediation functions at schools. Strasbourg: Council of Europe.
- Delgado Álvarez, A (2013). Pedagogical mediation and learning. Revista de Lenguas Modernas, 19, 513-522.
- Diario Oficial de la Unión Europea (2006). Recomendación del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente (2006/962/CE). L 394 de 30.12.2006.
- Guillén Díaz, C y Castro Prieto, P (1998). Manual de autoformación para una didáctica de la lengua-cultura extranjera. Madrid: La Muralla.
- Kelly, M, et al. (2004). European Profile for Language Teacher Education. A Frame of Reference. Southampton: Universidad de Southampton.
- Lenoir, Y (2008). Les finalités en éducation: un cadre conceptuel pour cerner les positionnements épistémologiques et axiologiques. En D. Favre, A. Hasni y C. Reynaud (Dirs.), Les valeurs explicites et implicites dans la formation des enseignants. Entre “toujours plus” et “mieux vivre ensemble” (39-53). Bruxelles: De Boeck.
- Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (LOMCE). BOE 295 del 10.12.2013.
- North, B, & Piccardo, E (2016). Common European Framework of Reference for Languages: learning, teaching, assessment. Developing illustrative descriptors of aspects of mediation for the CEFR. Strasbourg: Council of Europe.
- United Nations (2015). Transforming our world: the 2030 Agenda for Sustainable Development. New York: United Nations.
- Van den Akker, J, et al. (Eds.) (2006). Educational design research. London: Routledge.