Enseñanza de lenguas basada en tareas: planificación de un programa de formación de profesores

Catarina Castro

Resumen


En lo que respecta a la investigación sobre la adquisición de segunda lenguas, existen fundamentos teóricos y evidencias empíricas que sustentan la creencia de que la enseñanza de idiomas basada en tareas (en lo sucesivo TBLT, del inglés Task-based language teaching) es un enfoque pedagógico capaz de satisfacer todos los requisitos para el éxito en el aprendizaje y la adquisición de una segunda lengua, en una gran variedad de contextos y entre una amplia gama de alumnos. Sin embargo, a pesar de existir una base psicolingüística sólida para el TBLT, así como varias pruebas empíricas que sustentan la elección de tareas como base para la enseñanza y el aprendizaje de una segunda lengua, ha habido pocos intentos de adoptar este tipo de abordaje en contextos institucionales.

Sobre este punto, se ha comprobado que hay una serie de factores que dificultan la adopción del TBLT, en particular el hecho de que los docentes inevitablemente traen sus propias creencias y conocimientos sobre pedagogía para la clase o, simplemente, no saben cómo llevarlo a la práctica.

Dado que la formación de profesores puede tener un impacto significativo en la obtención de una enseñanza de calidad, este trabajo presenta una visión general de un proyecto que pretende explorar la necesidad (y la posibilidad) de desafiar (y cambiar) las creencias metodológicas previas de los profesores como resultado de una reflexion crítica sobre el TBLT, mediante el uso de datos cuantitativos y cualitativos, y la elaboración, implementación y evaluación de un curso de formación de profesores de inglés en escuelas primarias portuguesas, que tendrá lugar en la Universidade Nova de Lisboa y en la Universidade do Algarve.


Palabras clave


enseñanza de idiomas basada en tareas; formación de profesores

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