Un currículo interdisciplinario de base teórica para enseñar inglés como segunda lengua1
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Universidad Distrital Francisco José de Caldas
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Para los inmigrantes hispanos de los Estados Unidos (EEUU) aprender inglés (L2) es considerado necesario para progresar y funcionaren la sociedad, y hay una gran demanda de clases de inglés como segunda lengua o English as a Second Language (ESL). A pesar delreconocido beneficio individual y social de los programas de ESL, todavía se debe potenciar la investigación de estrategias educativas eficacesen los diferentes aspectos del aprendizaje del inglés como segunda lengua. Este artículo describe una estrategia pedagógica de base teóricaincorporada en un currículo de ESL para hispanos inmigrantes adultos en la frontera entre EEUU y México. Igualmente el presente artículodescribe la implementación y evaluación del currículo mediante métodos cuantitativos y cualitativos. Los resultados cuantitativos indican quelos participantes mejoraron significativamente su nivel de L2. Además, los resultados cualitativos sugieren que los participantes recibieronsatisfactoriamente tanto el contenido como la metodología pedagógica del currículo, y en general declararon haber tenido una experienciapositiva con la clase. Este trabajo podría servir de modelo para la enseñanza de una segunda lengua para adultos.
Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. Asa consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs,both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learningEnglish as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specificallydesigned for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum aswell as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate thatthe participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impactedby both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It canbe concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults
Among Hispanic immigrants in the United States (US), learning English is considered necessary for economic and social achievement. Asa consequence, there is a high demand for English as a Second Language (ESL) classes. Despite the recognized benefits of ESL programs,both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learningEnglish as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specificallydesigned for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum aswell as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate thatthe participants significantly improved their English proficiency (L2). Qualitative results suggest that participants were positively impactedby both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It canbe concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults
Palabras clave
Second language learning, bilingualism, immigrants, literacy, ESL, health literacy, Aprendizaje de segunda lengua, bilingüismo, inmigrantes, ESL, literacidad, salud