¿Resistentes o favorables? Las Creencias de los Estudiantes de Cultura China acerca de la Enseñanza del Inglés por Tareas
DOI:
https://doi.org/10.17533/udea.ikala.v20n1a06Palabras clave:
cultura china del aprendizaje, enseñanza y aprendizaje basados en tareas, aprendizaje intercultural.Resumen
La enseñanza y el aprendizaje del Inglés como lengua extranjera en Asia del Este implica grandes retos socioculturales. Las metodologías occidentales modernas como Communicative Language Learning (CLL, Communicative Language Teaching, CLT en este artículo) y su desarrollo en Task-Based Language Learning and Teaching (TBLLT, Ellis, 2003), plantean principios que pueden chocar con algunos valores educativos fundamentales de las culturas de herencia confucianistas (Confucian Heritage Cultures (CHC)), lo que dificulta su adopción en países como Corea, Taiwán, Japón, Singapur, Hong-Kong y Vietnam. Este artículo introduce una perspectiva sociocultural, etnográfica, sobre la enseñanza del inglés en Asia del Este que contextualiza la enseñanza en su entorno educativo y cultural amplio. La enseñanza centrada en el maestro, los libros y la escritura, la memorización, dentro de un abordaje gramática-traducción entran en conflicto con los enfoques de las metodologías modernas centradas en el estudiante y el maestro como facilitador, la participación del estudiante, su autonomía y la prevalencia de sus interacciones, y la competencia comunicativa. Este texto propone un término medio entre las culturas de aprendizaje occidentales y orientales a través de un abordaje basado en el contexto y sensible a la cultura, e introduce determinadas estrategias de clase para la implementación de CLL y TBLLT en China y Asia del Este.
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