Delivery 4(Lizeth Trujillo)

Lizeth Paola Trujillo Cuellar Program: Maestría en Mediación Pedagógica para el Aprendizaje del Inglés. Course: Pegagogical Mediation in Language Learning Professor: Diana Martínez Universidad Nacional Abierta y a Distancia Evidences: Phase 4 Activity #2 Hi there! After Reading the bibliography proposed by our tutor, I came out with my own conclusion about teaching and mediating. Regarding the implementation of our proposal (and the other items to respond to), as the School, I’m working with is rural we are not implementing virtual classes, so I’m proposing a theoretical part that supports my proposal while we go back to normality. So here I’m sharing with you some of my ideas: While it is true that our labor as teachers give or take a word or two is focused on teaching, a new term that we have been constantly using lately is mediating. So, what’s the difference between teaching and mediating? From a personal perspective, teaching is pretty much focused on transmitting knowledge and contents completely unconcerned with the rest of the implications that education involves. On the other hand, as Tebar (2011) mentions in his book, mediating is quite a concern and interested in the aspects that make education an integral process. Mediation has to do with how teachers help the learner to develop their learning potential, assimilate learning strategies, and self-evaluate. This is why it is said that the mediator acts as an awake lookout to verify progress and jumps of the student so that he is aware of his own process. Said this, we might assert that teachers are mediators between the knowledge that invidious possess and that which is intended to be acquired. So, we as teachers, are the guide in the construction of the student's own knowledge, and mediation is a form of interaction that encompasses all areas of learners' lives. (Tebas, 2011) 1

Part 2: If we compare nowadays education with the education of years ago, we would realize that it has presented exponential changes. The process of learning and teaching foreign languages has had its theoretical and investigative contributions that different authors have made over the years. Thus, Finney (2002) indicates that teaching languages are not merely about teaching and learning structures and rules of the target language, this, due to the lack of relevance of the grammar- systems models of the process. In this sense, the proposition for educational program recharging expects a reappraisal of strategy and practice in language instruction. Rather than fixing up an etymological structure with components of talk to accomplish a communicative educational plan, the proposal is that change at a hypothetical level is expected to illuminate and stimulate language programs. (Mickan, 2013, pp. 120) In this sense, the importance of curriculum renewal in language teaching and learning in schools is highly relevant considering the assumption of Mickan (2013) who proposes that program objectives depict learning as far as interest in the social acts of networks with messages and different assets – material, visual and spatial. Setting and language use are interconnected with students' support in the education and oracy practices of general or indicated networks of training – a class, a work environment group, a fellowship gathering, or a board of trustees. As different students learn in various manners (Oxford 2002) the ideal materials plan to give every one of these methods of obtaining a language for the students to encounter and now and then select from. Thus, the renewal of the curriculum is seen as necessary, in order to adjust the contents, methodologies, and teaching objectives to students’ context, and competencies required by the Ministry of Education according to the regulations established in the basic standards of competencies. Once the problem has been analyzed with respect to the need to restructure I. E. Rural Rafael Reyes’ curricula, in collaborative work with the language colleague William Martínez, we have first proceeded to carry out a review of the primary section's curriculum. It is evident that the curriculum presents inconsistencies with respect to the following components: Standards, competencies, knowledge, performances, teaching activities, learning activities, and assessment and evaluation activities; in Spanish corresponding to: Estándares, competencias, saberes, desempeños, actividades de enseñanza, actividades de aprendizaje y actividades de evaluación. In order to accurately adjust the elementary curriculum, we have begun revising the first- grade curriculum and continued through 5th grade. The work has been done based on the regulations established by the Ministry of Education, which includes the basic standards of 2

competencies, The Basic Learning Rights, learning grids (suggested curriculum for Colombia Bilingüe). With these documents we have managed to adjust: Standards, competencies, knowledge and performance (Estándares, competencias, saberes, desempeños, actividades de enseñanza, actividades de aprendizaje y actividades de evaluación). After adjusting these important components, we have been able to suggest the possible methodologies for teaching activities, learning activities, and assessment and evaluation activities. In this sense, considering the school’s context and teachers’ training, we have suggested activities that fit in everyone’s needs. The school is located in the rural area and has not proper nor pedagogical material to facilitate the teaching and learning process. Primary school teachers are not trained either to carry out pedagogical practices focused on English language teaching, so we had to consider their condition. Thus, throughout the curriculum renewal we suggest some activities that are easily to carry out by them and by the students as well, and so, we have facilitated some resources where they could find proper material to implement during their lessons. The activities are type: illustration with flashcards, learning English songs, audiovisual activities, word searches, crosswords, classroom projects, cardboard illustrations and presentations, brief dialogues, commands following, cartoons, stories and tales, games such as lottery and matching games made by the teachers and students themselves, outdoor activities, among many others. The work has been hard, it has been a bit difficult for us to find different activities to vary throughout the lessons so as not to make them repetitive or boring, but thanks to the effort and support in different sources we have managed to cover all these needs that were evident in the documents. Likewise, it has been a bit complicated to adjust the curriculum following the requirements made by the National Education Ministry with respect to the level of performance of the students, this due to the context in which the institution, the students, and teachers are located. However, we have made the settings as friendly as possible to make the processes easier and more fun. 3

References Dr. Peter Mickan. (2013). Language Curriculum Design and Socialisation. Multilingual Matters. Retrieved from http://eds.a.ebscohost.com.bibliotecavirtual.unad.edu.co/eds/ebookviewer/ebook/bmxlYmtfXzU xNTE2NV9fQU41?sid=252d6209-36f6-4aed-98b2- 5831dd079864@sessionmgr4008&vid=0&format=EB Finney, D. (2002). The ELT Curriculum: A Flexible Model for a Changing World. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Cambridge Professional Learning, pp. 69-79). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667190.012 MEN. (2016). Mallas de Aprendizaje de Inglés: Para Transición a 5° de Primaria. Bogotá: Colombia Aprende. Retrieved from https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/dbacurric ulo/cartillas_mallas_aprendizaje/Mallas%20de%20Aprendizaje.pdf MEN. (2016). Colombia Aprende. Retrieved from colombiaaprende.edu.co: https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2016%20Dise%C3 %B1o%20Propuesta%20%20Curriculo%20Sugerido.pdf MEN. (2016). Guía Práctica Para la Implementación del Currículo Sugerido de Inglés. Bogotá: Colombia Aprende. MEN. (2016). Colombia Aprende, Orientaciones y Principios Pedagógicos. Retrieved from https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2014%20Orientaci ones%20y%20principios%20Pedagogicos.pdf Oxford, R. L. (2002). Sources of variation in language learning. In R. B. Kaplan (ed.), The Oxford handbook of applied linguistics (3rd edn). New York: Oxford University Press, 245– 252. Tebar, L. (2011). El perfil del profesor mediador de aprendizajes. In El profesor mediador del aprendizaje (2nd ed., pp. 99–128). Bogotá D.C.: Editorial Magisterio. Retrieved from http://bibliotecadigital.magisterio.co.bibliotecavirtual.unad.edu.co/libro/elprofesor-mediador-del- aprendizaje-0 4