Adaptación de un currículo de alemán basado en pedagogía de las multiliteracidades para la instrucción en línea a estudiantes universitarios durante la pandemia de COVID-19
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a15Palabras clave:
enseñanza de lenguas a distancia, instrucción en línea, TIC, pedagogía de las multiliteracidades, instrucción en alemán, formación de docentes, COVID-19, adaptaciones curricularesResumen
Este artículo reporta cómo se adaptó un plan de estudios de alemán en pregrado para la enseñanza a distancia. En el entendido de que la enseñanza de lenguas en línea tiene décadas de evolución, este artículo hace una revisión de la literatura que describe los desarrollos pedagógicos y tecnológicos básicos para comprender las prácticas actuales de la enseñanza de lenguas a distancia. En este contexto, se presenta una metodología detallada que explica las prácticas pedagógicas adoptadas y adaptadas tras el cambio impuesto por la pandemia de la enseñanza presencial a la instrucción a distancia. Se presta especial atención al papel de la instrucción sincrónica, así como a las herramientas asincrónicas que soportan la instrucción basada en la pedagogía de las multiliteracidades. El artículo concluye con una consideración sobre las innovaciones curriculares que pueden tener un impacto duradero en la práctica pedagógica tras el retorno a la enseñanza presencial.
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