PEDAGOGICAL PRINCIPLES AND

GUIDELINES
SUGGESTED ENGLISH
CURRICULUM
6th TO 11th GRADE

JOHAN JULIO-JESUS MERCADO-MICHAEL TALERO-YULEIDYS MARMOL-DAYANA BLANCO-SANDRA

ESCALANTE
 INTRODUCTION

“Education is essential for the

development of society”
 OVERVIEW OF ENGLISH TEACHING AND LEARNING IN
1
COLOMBIA
 COLOMBIA BILINGÜE

• Colombia Bilingüe Program seeks to

incentivize the use and strengthening

of the English language in all the

country’s schools.

• The current Colombia Bilingüe 2014-

2018 program intends to generate

actions.
2 NEEDS ANALYSIS
In 2005, the Colombian government
established that the country needed “to
develop the capacity of its citizens to be
fluent in at least one foreign language”
(MEN, 2005) in order to insert it in the
global economy.
3 FUNDAMENTALS OF
THE CURRICULAR PROPOSAL
CONCEPT OF CURRICULUM

“A system with components that are

interrelated and with the greater
context in which it is simultaneously
and openly implemented”
(Bertalanffy, 1968; Morin, 2004)
PROPOSED CURRICULAR DESIGN
THE PROPOSED CURRICULUM
 COMPONENTS OF THE CURRICULUM

SCOPE AND STANDARDS

SEQUENCE PROGRAMS OF
STUDY CONTENT It is a list of
describes the knowledge and
curriculum as a presents a plan that SCHEME
abilities required by
matrix of objectives usually includes indicates a list of all students to
assigned to the grades fundamentals, topics to cover complete their
and grouped themes, resources and arranged as a scheme. academic process.
according to a evaluation.
common theme.
 PLANNED
LEARNING PATH EXPERIENCES
TEXTBOOKS series of courses and all academic, athletic,
educational materials levels that comprise emotional or social
used as teaching guides the program and that experiences that the
in the classrooms. the students must students experience and
complete. that have been planned
by the school.
 CURRICULAR FOCUS ADOPTED
“The curricular focus of this proposal responds to a contextual or ecological position
in which the relations of actors and their surroundings are mutually configured
during the interaction.”
CURRICULAR THEMES

Environmental/
Sustainable Globalization
education
Construction of
Citizenship/De
mocracy and
Peace
Sexual/Health
education
 THE SOCIOCULTURAL FOCUS IN THE TEACHING-
LEARNING PROCESS
 Language as a means of communication and
construction of meaning.

 Language as semiotic system that favors

discourse construction and several types of
text genres.

 Learning languages as a social phenomenon

that includes cognitive, affective and
interaction processes.
 DIVERSITY AND EQUITY
Diversity
It implies a separation from the traditional
and rigid teaching-learning processes and
also accepting the diverse forms of life,
learning, teaching, and the expansion of
ways to evaluate learning.
Equity
This suggested curriculum and its
derivative components are considered as
a tool that will guarantee the effective
enjoyment of the right of all Colombian
students to quality education and equal
opportunities.
CHARACTERISTICS OF THE SUGGESTED
CURRICULUM

Flexibility
Proportiona
l
organizatio
n Adaptability
Spiral and cyclical
structure
Development of 21st
century abilities
 PURPOSES OF THE CURRICULAR
PROPOSAL
IN SUMMARY, this curricular proposal as a guiding, suggesting, open and flexible
document puts in the hands of the schools, teaching directors and teachers the
responsibility of making specific curricular decisions that condition it to the own
educational reality. A curriculum, as proposed, is an invitation to harmonize it with
the educational community context, with the PEI and existing initiatives.
4 REFERENCE FRAMEWORK
 THE PROPOSED
CURRICULUM

EDUCATION LANGUAGE RELATION BETWEEN THE

MOTHER TONGUE AND THE
FOREIGN LANGUAGE
 EDUCATION

PRAGMATIC POSMODERNIST
Perceives a democratic Looks for knowledge
society in which through multiple paths
approaching answers is and consider to be in
done through a constant change.
systematic process.
LANGUAGE

For this curricular proposal,

language is envisioned as a
dynamic, non- linear system
that allows representing,
interpreting and understanding
the world and that is composed
of several competences and
functions.
 RELATION BETWEEN THE MOTHER
TONGUE AND THE FOREIGN LANGUAGE

THE MOTHER
TONGUE English teaching process must
be complemented through the
comparison with Spanish, such
that students can understand
how both languages work by
FOREIGN
LANGUAG establishing similarities and
E
differences between the two.
 COMUNICATIVE
COMPETENCE

SOCIOLINGUISTIC PRAGMATIC
LINGUISTIC COMPETENCE
COMPETENCE
COMPETENCE knowledge of social and The discourse and functional
knowledge of lexical, syntactic cultural conditions that are competences that relate to the
and phonological aspects. implicit in the use of the knowledge.
language.
 STRATEGIC COMPETENCE

COGNITIVE METACOGNITIVE

Refers to the capacity of Relates to the individual ability of

integrating new knowledge monitoring and self-directing
on the topic. learning, and the socio-affecting.
INTERCULTURAL COMPETENCE

Malik (2003) defines it as “the

knowledge, abilities or skills and attitudes
a conversational partner / intercultural
mediator must have, supplemented by the
values that make part of a certain society
and the numerous social groups to which
we belong” (p. 15).
 BEFORE STAGE
Students are involved and their prior
knowledge of the comunicative
knowledge.

LANGUAG
E SKILLS
AFTER STAGE
DURING THE STAGE students reflect and discuss the
Generally includes a series of more implications of the situations for
detailed tasks and activities that activate their context, they make
linguistic, pragmatic and intercultural connections with other abilities
aspects.
and expand their opportunities
to exercise them.
NATIONAL AND INTERNATIONAL
REFERENCES
RELATION OF CEFR WITH SCHOOL
GRADES IN COLOMBIA
5 METODOLOGICAL PRINCIPLES
 METHODOLOGICAL PRINCIPLES

The methodological focuses facilite the

implementation of the curriculum, and
are fundamental when deciding how to
determine if the students have
developed their competences in the
English language.
1. Task-based learning (6º and 7º)
• Sixth and seventh graders are due to develop
tasks with a variety of communicative
activities to improve the use of English.

• There are three important moments:

Before the task

During the task

After the task

 2. Project-based learning (8º and 9º)

• Students must work on planning, evaluating and

developing a Project related to the real world and
where language is used.

• The students investigate, gather, analyze and use

information.

• The teacher motivates and supports the students.

3. Problem-based learning (10º and 11º)
• Students develop a critical attitude towards life, and
potentiate their capacity of interacting in order to find
solutions.

• They use the foreign language as an instrument to solve

a problem.

• The teachers promotes autonomy and flexibility by

allowing students to make their own decisions.
6 PRINCIPLES OF ASSESSMENT
 PRINCIPLES OF
ASSESSMENT
Pastor (2003) defines it as the systematic gathering of information
to make decisions.

It proposes a model of evaluation that promotes students learning,

and provides inputs for the teacher t make decisions in the
learning process.
 COMPETENCE BASED ASSESSMENT

• It implies the creation of means of application in which the students can practice
the language in different situations to provide information on areas they want to
improve.

• Integrated performance assessment created by ACTFL (Glisan et al.,2003) 3

modes of communication: Interpersonal, interpretation and presentation modes.
 ASSESSMENT FOR LEARNIG

It is formative and provides opportunities to monitor the process of studens and

the level of comprehension of the subjects.

• Self-evaluation

• Co-evaluation

• Peer-evaluation
 ASSESSMENT OF LEARNING

It is summative, this evidenced in instruments that teachers propose in

some topics, this is for comparing the results with the standards or
learning indicators.
THANKS FOR YOUR ATTENTION