Respuesta de los docentes de inglés en formación a una unidad pedagógica sobre lingüística sistémica funcional: una experiencia en una universidad pública en Colombia
DOI:
https://doi.org/10.17533/udea.ikala.v26n01a11Palabras clave:
lingüística sistémico-funcional, docentes de inglés en formación, gramática funcional, inglés como lengua extranjera, ILE, preparación de docentesResumen
Ante la necesidad de que los docentes en formación aprendan sobre las estructurasdel lenguaje, muchos programas de licenciatura han incorporado cursos degramática en su plan de estudios. Recientemente, investigadores en el campo de lalingüística sistémico-funcional han propuesto avanzar a visiones más funcionales de la gramática en estos cursos. Tal cambio, afirman ellos, puede preparar mejora los docentes en formación para la redacción de textos interdisciplinarios y paraenseñar escritura a sus futuros estudiantes. A pesar de los posibles beneficios, aún hay reservas por parte de los programas de formadores de docentes de ingléscomo lengua extranjera en cuanto a la utilización de enfoques orientados por lalingüística sistémico-funcional. Esta reserva ha creado una brecha en términosde conocimiento sobre cómo los docentes en ejercicio responderían realmente aeste tipo de instrucción. Teniendo en cuenta esta brecha, formadoras de docentesde inglés de una universidad en Medellín, Colombia, diseñaron una unidadpedagógica de tres meses, dentro de un curso de gramática, la cual tenía comoobjetivo llevar a los docentes de inglés en formación de una visión de la gramáticatradicional a una más funcional. Mientras lo hacían, llevaron a cabo un estudio decaso el cual exploró cómo los docentes en preparación respondieron a esta unidad. El análisis de datos muestra que las respuestas de los maestros en formación no siempre pasan de la resistencia a la cautela y luego a la apertura, sino quevarían, dependiendo del concepto o principio de la LSFque se esté enseñando.Los resultados sugieren que los cursos de gramática del inglés ofrecidos en losprogramas de preparación docente pueden tener perfectamente la gramática tradicional como punto de partida y llevar progresivamente a los estudianteshacia puntos de vista más funcionales y críticos. También indican la necesidadde identificar algunas estrategias para aplicar frente a reacciones de cautela oresistencia por parte de los estudiantes.
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