Pedagogías poderosas en tiempos de COVID: una colaboración pedagógica entre estudiantes de ILE y docentes en formación de inglés como segunda lengua
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a14Palabras clave:
aprendizaje del idioma inglés, docencia en línea, colaboraciones transnacionales, ILE, inglés como segunda lengua, formación de docentes, covid-19, TICResumen
En el contexto de la pandemia global de covid-19, educadores de todos los ámbitos se vieron en la necesidad de reimaginar sus prácticas docentes para responder a la necesidad de dictar todas sus clases en línea. Este artículo presenta la colaboración entre los instructores de dos universidades para crear un modelo transnacional de aprendizaje en el contexto de la pandemia de covid-19. Gracias a esta colaboración, los estudiantes de inglés como lengua extranjera (ile) de una importante universidad pública en Colombia participaron en cuatro sesiones en línea y se unieron con docentes en formación que tomaban un curso de certificación para la enseñanza de inglés como segunda lengua en Estados Unidos. Esta colaboración en línea brindó a los estudiantes colombianos de ile una oportunidad auténtica de practicar lo aprendido del idioma inglés y a los candidatos a docentes en Estados Unidos les brindó un contexto significativo para realizar evaluaciones de lengua auténticas. Con datos tomados de entrevistas y cuestionarios, el presente estudio cualitativo de caso exploró las experiencias de los estudiantes de ile. Los datos demuestran que los intercambios en línea pueden brindar a los estudiantes acceso a oportunidades significativas de desarollo de la lengua. Los resultados también muestran que el aprendizaje en línea puede enriquecerse mediante colaboraciones entre universidades y contextos transnacionales para beneficios de ambas partes.
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