Teaching “real” english for a real world
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2024-05-15
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Jaén: Universidad de Jaén
Resumen
A lo largo de la historia, ha habido muchos métodos relacionados con la enseñanza y el aprendizaje del inglés como lengua extranjera. Sin embargo, cuando estos alumnos tienen experiencias comunicativas fuera del aula, no se sienten lo suficientemente preparados o seguros para participar en intercambios comunicativos. Este Trabajo Fin de Máster surge de esta inquietud y del convencimiento de que enseñar un inglés “real” es posible tras haber realizado una reflexión teórica crítica y abordar el tema también desde una perspectiva más práctica en las páginas posteriores. Este cambio de enfoque se presenta como una realidad con la esperanza de que todos estemos comprometidos con el cambio para ayudar a los niños a convertirse en seres comunicativamente competentes, capaces de comunicarse en inglés y de valorar y apreciar a diversidad del mundo actual.
Throughout history, there have been many methods related to the teaching and learning of English as a foreign language. However, when these learners have communicative experiences outside the classroom, they do not feel prepared or confident enough to participate in communicative exchanges. This Master’s dissertation arises from this concern and from the conviction that teaching “real” English is possible after having carried out a critical theoretical review and approaching the topic also from a more practical perspective in the following pages. This change of focus is presented as a reality with the hope that we are all committed to change in order to help children become communicatively competent beings capable of communicating in English and being able to value and appreciate the diversity of the current world.
Throughout history, there have been many methods related to the teaching and learning of English as a foreign language. However, when these learners have communicative experiences outside the classroom, they do not feel prepared or confident enough to participate in communicative exchanges. This Master’s dissertation arises from this concern and from the conviction that teaching “real” English is possible after having carried out a critical theoretical review and approaching the topic also from a more practical perspective in the following pages. This change of focus is presented as a reality with the hope that we are all committed to change in order to help children become communicatively competent beings capable of communicating in English and being able to value and appreciate the diversity of the current world.