Educación y competencias clave: propuesta de intervención para la enseñanza del inglés basada en una tarea social.
Fecha
2021Resumen
This paper focuses on the analysis and application of J. Michael O’Malley’s and Anna
Uhl Chamot’s three groups of learning strategies—cognitive, metacognitive and socialaffective—classified in their book, “Learning Strategies in Second Language
Acquisition” (1990). These learning strategies have been applied in a theoretical
learning situation, due to the particular discontinuation in this 2019-2020 academic
year. This theoretical learning situation takes place in a high school located in the
northern area of Tenerife, and presents a practical approach to the learning process of a
second language using the three groups of strategies mentioned above. Following the
decree promulgated by the Department of Education and Universities of the Canary
Islands Autonomous Government, and with a previous analysis of the theoretical
proposals of diverse authors on learning strategies, I have elaborated a learning situation
based on some cultural traditions in the Canary Islands, which become a useful and
engaging topic for students. This research’s ultimate goal is to show the effectiveness
that the continuous use of the learning strategies would have on the students of a second
language, in this case English, for both the practice of the communicative function of
language and key competences. Abstract. In this Master’s Degree Project it is proposed a sequence of activities for the preparation
of a social task for Compulsory Secondary Education. This proposal is focused on a
context that requires a completely online teaching-learning motivated by the situation
we have been living nowadays because of the covid-19 pandemic. Since the alarm
statement in our country, lessons have been cancelled and a confinement has been
established. For the successful development of this proposal, a bibliographical review
will be made to analyse the importance of the Key Competences in depth, their
emergence in the European Union and its recommendations for the country members,
and also the Common European Framework of Reference for Languages. Thus, it can
be demonstrated the appearance and evolution of the Key Competences in Spain, also
investigating their application when teaching English as a Foreign Language according
to the Secondary Education and Bachillerato curriculum of the Autonomous
Community of the Canary Islands. Regarding the theoretical framework previously
developed, a social task design will be presented. It covers 6 sessions directed to the last
Secondary Education school year and it will be focused on a competence-based
learning. In this social task, students must develop a poster to advertise an online
cultural event organised by the town hall with the main objective of helping the citizens
to live a more pleasant confinement. In this way, the main aim is to continue developing
the students’ knowledge, abilities and attitudes despite of the fact of lacking face to face
interaction.