Vol. 14 Núm. 25 (2020): JULIO-DICIEMBRE
Investigación

From preschool educator to preschool English Educator: A study of transformation of classroom practice

Sonia Ruth Quintero Arrubla
Universidad Católica Luis Amigó
Evelin Cristina Quiceno Sosa
Universidad Católica Luis Amigó
Claudia María Uribe Hoyos
Universidad Católica Luis Amigó

Publicado 2021-05-05

Palabras clave

  • Communicative competence,
  • English teaching,
  • classroom practices,
  • preschool language educators
  • Competencia comunicativa,
  • enseñanza del inglés,
  • prácticas de aula,
  • maestros de lenguas en preescolar

Cómo citar

Quintero Arrubla, S. R., Quiceno Sosa, E. C., & Uribe Hoyos, C. M. (2021). From preschool educator to preschool English Educator: A study of transformation of classroom practice. Psicoespacios, 14(25), 44-66. Recuperado a partir de http://revistas.iue.edu.co/revistasiue/index.php/Psicoespacios/article/view/1407

Resumen

This case study aims to analyze how preschool educators can play the role of language educators (Spanish and English) and how their pedagogical and teaching practice is being transformed. This study considers the theoretical framework behind the constructivist paradigm, which states that the context, participants' actions and views, and historical elements all play a part in constructing a theory. That truth is relative depending on one's perspective, while also focusing on establishing a rigorous and thorough process throughout this study, focusing on qualitative research principles (Creswell, 2014). The findings show that preschool educators can significantly improve their communicative competence, particularly in discourse, strategic and socio-cultural competencies. Furthermore, through reflection and self-assessment, preschool educators refine their classroom practices and enhance their conception about teaching English to preschool learners. 

Citas

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