Palabras clave
alfabetización digital
formación de profesorado de idiomas
inglés como lengua extranjera
nuevos ingleses
ingleses mundiales Data-Driven Learning
digital literacy
language teacher education
EFL
new Englishes
world Englishes
Cómo citar
Resumen
A pesar de que, en el área de la metodología, el paradigma del “docente-investigador de la metodología“ se considera firmemente establecido, el del “docente-investigador lingüístico” es menos común, especialmente en los programas de formación de profesorado: se le da mucha menos prioridad a dotar a los profesores con habilidades de análisis de la lengua, formulación de hipótesis y extracción y análisis de datos. Esto es, aún no se está incorporando adecuadamente en los programas de formación de profesorado el uso de los existentes corpus lingüísticos para la preparación de datos para el aula y la creación de materiales, y menos aún se pone a los futuros profesores en la piel del “docente-investigador lingüístico” que observa la evolución de la lengua inglesa.
El objetivo de este artículo es presentar una propuesta para fomentar la actitud del “docente-investigador lingüístico” en el programa de formación docente de posgrado. Se plantea un estudio de caso consistente en presentar gradualmente las nuevas variantes del inglés a los futuros profesores, a través del análisis de corpus existentes, recuperación y compilación de textos y, por último, la habilidad de estimar su concordancia. Los datos extraidos de los cuestionarios y los diarios de los profesores arrojan luz sobre la viabilidad de las compilaciones de corpus, cuya elaboración se considera una de las destrezas digitales del siglo XXI.
Citas
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