This document discusses the need to shift the paradigm in teaching Medical English. Currently, Medical English is often taught with a focus on language acquisition rather than the practical application in healthcare contexts. The document argues that Medical English should be taught from the perspective of medicine and healthcare primarily, while enhancing language skills. It is important for teachers to have backgrounds in both healthcare and language teaching. Lessons should represent realistic medical practices using contextual learning. The goal is for students to communicate safely in their medical roles using English.
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Original Title
Changing the Paradigm for Medical English Language Teaching
This document discusses the need to shift the paradigm in teaching Medical English. Currently, Medical English is often taught with a focus on language acquisition rather than the practical application in healthcare contexts. The document argues that Medical English should be taught from the perspective of medicine and healthcare primarily, while enhancing language skills. It is important for teachers to have backgrounds in both healthcare and language teaching. Lessons should represent realistic medical practices using contextual learning. The goal is for students to communicate safely in their medical roles using English.
This document discusses the need to shift the paradigm in teaching Medical English. Currently, Medical English is often taught with a focus on language acquisition rather than the practical application in healthcare contexts. The document argues that Medical English should be taught from the perspective of medicine and healthcare primarily, while enhancing language skills. It is important for teachers to have backgrounds in both healthcare and language teaching. Lessons should represent realistic medical practices using contextual learning. The goal is for students to communicate safely in their medical roles using English.
Shifting the Paradigm for Medical English Language Teaching Summary: Medical English should be taught from the standpoint of medicine and health care primary and foremost while enhancing vocabulary acquisition, grammar and structure finally. The traditional view to English language training has done fine to meet the needs of non-professional students. Todays world wide economy requires career-specific language that includes wor!place culture and "argon for safe, effective delivery of professional services and the ability to coordinate research and treatment across borders. The ability of internationally acclaimed English e#ams of competency to instruct for or measure this is questionable, Even though, they serve their goal as preparation for advance language training. $urrent methods of instruction most frequently used today for health professionals focus mainly on English language while secondarily within health care terminology in the lessons. These teaching strategies of lessons stuffed with medical terminology and simple dialogues about visits to the doctors office and minor sic!nesses fail to meet the needs of the profession. % have developed a new methodology: a paradigm shift. Medical English is communicated from the perspective of medicine and health care first and foremost while enhancing vocabulary acquisition, grammar and structure finally. The focus is safety-to- practice, a central part of international nursing and medical licensing: a standard of practice. Teacher-tutors are required to be health trained professionals as well as language instructors in English for Specific &urposes. 'essons, interactions, and case studies represent simple and comple# medical practices, pharmacology, anatomy and physiology, pathology, treatment. (dult education, language acquisition and training are the focus of this paper mainly as they relate to the teaching of Medical English. % will review core components of theories by &ratt, )armer, *enner and others as a foundation to the presentation of my own perspective. The need for changing the paradigm for Medical English language teaching will be central to this discussion. The western view of adult education is one of andragogy. This science and art of teaching adults is based on two concepts: the adult learner is self-directed and autonomous+ the teacher is a facilitator rather than presenter of content. There is an assumption that the learner arrives in the classroom with a s!ill set and !nowledge base that will be enhanced by the new learning e#perience. ,evelopmental learning theory derives from cognitive psychology and believes that adult students have already developed their own cognitive maps and strategies to guide their interpretation of the world. They learn by doing and learning new !nowledge and s!ills which they then associate with previous learning and e#perience. &rior learning is ac!nowledged as well as assumed. This is a core component of my methodology for teaching English for Medicine students. %t also forms the basis of others wor! such as that of ,r. (rsenau of the -aculty of Medicine, .niversity of *ritish $olumbia /as cited in &ratt, 01102 who utili3es this teaching perspective with medical students and ,r. &atricia *enner /45672 in her famous wor!s in nursing. *enner e#plores how teaching and learning occur as both the student nurse and professional career nurse "ourney from novice to e#pert. The relevance of andragogy to the teaching of Medical English cannot be ignored. %t is the writer s belief Medical English cannot be taught at the level of or in the same methods of basic English language teaching. $areer-specific, highly technical language must be conte#tually based. %t is advanced English. Students come with a wealth of !nowledge and s!ills in their career fields. The goal of learning English at this level is not to learn grammar and structure primarily, but to acquire and use the language of practice and social relations within the career. $onte#tually based learning is crucial. The research of &ratt and *roo!field /01102 in $anada, .S(, )ong 8ong, $hina and Singapore identified that trades people for e#ample, found traditional learning in a classroom to be artificial and devoid of the realities essential to learning that career-specific language in any way that would ma!e it meaningful and useful. This most certainly applies to the study of Medical English. 9ften referred to as English for Specific &urposes, curricula of this sort requires the teacher have a similar career bac!ground to the student. Goal of Curriculum :hen the curriculum designer begins to develop a course or series of courses in Medical English, he;she must consider who the students are, what their motivations will be, and identify which perspective they wish their teachers to have. The curriculum framewor! must be developed to meet the needs of the educational institution, the students, relevant legislation, and any other sta!eholders such as employers of the students. -undamental to the curriculum is the legal requirement for the practice and licensing of any and all health professionals such as in $anada<s pro"ect: safety to practice. This concept includes s!ills and competencies that promote health and do no harm to patients or clients. %t includes the ability to do the wor! in the English language, safely and competently. The language of medicine and health care is rather unique. %t is filled with technical, academic language and replete with slang, colloquialisms, abbreviations and acronyms. This paper addresses each of these in its learning activities. The curriculum never loses sight of its duty to the public to provide safe practitioners. Student Motivation =esearch in the fields of adult education and the acquisition of a new language identifies that students are much more motivated to learn when they find value in the material. :hen designing a curriculum for Medical English, it is important to survey the motives of the students. % have found these are not always the same. Some students pursue career-specific English course for professional development reasons while others ta!e it with the hopes of immigration. The former is generally more successful than the latter. Students hoping for immigration to an English-spea!ing country are so burdened with credentialing and testing that their focus is not on actual acquisition but on scores and recognition of coursewor! by regulatory bodies. Students interested in professional development seem more committed. They are less in a hurry to learn: they do not rush. They are more willing to ta!e the time to practice and use the language with others, and value the importance overall of providing safe medical-health care when using a foreign language at wor!. Teacher Motivation &ratt and *roo!field /01102 firmly state that teaching is guided by the trainer<s perspective on teaching. They as! the question of what the teacher is trying to accomplish and from what perspective their commitment lies. -or e#ample, is the teacher of Medical English committed to teaching English language or is she;he interested in medicine and health care and promoting the use or acquisition of English as a medium through which one practices medicine and health care> The viewpoints are quite different and the lessons that flow from each can be diametrically opposed for reasons to be discussed later in this paper. Language Acquisition versus Language Learning $urrently, language learning and language teaching is a combination of behaviorism and cognitivism. These comprise the audio-lingual method of language acquisition. Teaching based in behavioral psychology focuses on stimulus-response-reinforcement as the method for promoting learning. The student is presented with a great deal of material over the duration of a course, and frequently drilled or given oral;written feedbac! to reinforce accuracy and s!ill. There is a strong focus on repetition with the belief that this will create a habit of using language in certain ways: in response to certain stimuli. The drawbac! is that this does not foster thin!ing, generali3ation, or application of language in other than the structured, memori3ed stimulus-response form. Many schools around the world are using this method for teaching Medical English. Their focus is on the presentation of reams of medical terminology with very little application to the real world of medical practice. %n effect, it is a method of rote memori3ation, and the actual benefits of acquiring language that can be used in the career remains questionable. Students who have been trained in the behavioral method of language learning tend to do very well on written e#ams of language proficiency. That is because, in this writers opinion, the e#am format is quite similar to that of the language classroom. The stimulus is familiar. The appropriate response is triggered. Success on written e#ams does not guarantee success with language in the wor!place. The writers e#perience with medical and nursing students studying English for ?urses and Medical &urposes supports this. Some arrived in the class as a direct result of action by the professional practice committees of local registering bodies concerned with that professionals ability to safely practice in health care in the English language /ie: the =egistered ?urses (ssociation of *ritish $olumbia, the =egistered &sychiatric ?urses (ssociation of *ritish $olumbia, the 'icensed &ractical ?urses (ssociation of *ritish $olumbia2. $ognitivism is another theory which is based on the audio-lingual method of language acquisition. (lso based in psychology, this theory asserts that people acquire language by learning and internali3ing the rules of that languages structure /)armer, 455@2. The assumption is that if a student is given sufficient vocabulary they will be able to create their own sentences, convey messages, and ma!e meaning. %n this method, rules become paramount and it is possible to teach language lessons based solely on rules and formulae. )ence, this is a very popular practice today. 'essons are created with a focus on the rule or structure for the day, ie: the sub"unctive clause. (ny new vocabulary or e#ercises are designed around identifying and using the rule correctly. The cognitive approach is in opposition to my theory related to acquisition of career- specific language. Students of Medical English should begin these studies only after the foundations of the language have been laid. The writer appreciates the importance of that fundamental learning and has the e#pectation that students have achieved this. The goal of Medical English should be acquisition and application of language, not rote memori3ation or direct focus on vocabulary, grammar and structure. (cquisition is a process that occurs subconsciously and results in the actual !nowledge of a language. )armer /455@: AA2 points out that acquiring language is more successful and longer lasting than learning. )e also notes that currently -oreign 'anguage /E-'2 teaching seems to concentrate on getting the adult student to consciously learn items of language in isolation: the classroom rather than the real life environment. )armer claims that language acquisition is the theory of choice for teaching English for Specific &urposes. % agree with them. (cquisition means that vocabulary and language are acquired through a multitude of means, the most importance of which is access to the language in use: in conte#t. $ertainly this is the basis of immersion courses in foreign languages. %t is neither essential to !now the rules of the language nor to be drilled on it prior to actually learning it. E#posure is critical. Similarly to the popular methods of instruction li!e those found at *erlit3 schools, it is not necessary for the teacher to !now the students< language. Thus, it is not even seen as particularly beneficial to the learning needs of the student. 'anguage and culture cannot be separated. :hen teaching Medical English, the very career-specific content is designed and delivered by those familiar with that career, with adult teaching and learning principles, and training as an English Second 'anguage or English -oreign 'anguage instructor. Methodolog! the ne" paradigm 'anguage acquisition must be a combination of academic preparation that includes behavioral and cognitive approaches that are secondary to the focus or conte#t of the lesson. The design of this paradigm reflects this. 'essons are conte#tually and e#perientially based to provide hands-on opportunities to apply or use the language immediately. $lasses are interactive and promote e#ploration and discovery of language through discussions and e#ercises based on the focus of the lesson. The curriculum design is based on health care, not English language structure or rules. %t follows an ( - * format. 'esson ( finds its focus on vocabulary presentation and acquisition. 'esson * to follow provides opportunities to apply learning from the previous lesson into conte#t. 'earning activities in 'esson * can include using actual hospital charts and forms, role-playing assessment, use of medical equipment, open e#ploration of treatments and interventions related to the main sub"ect. .nderstanding that all students have medical bac!grounds, discussions are enhanced as health professionals attempt to confer and consult+ sometimes debate medical-health conditions and best practices. The structure of language acquisition is less acute. *ro!en English is accepted. Students are encouraged to try to use language to search for synonyms, abbreviations, and alternative ways of e#pressing meaning to communicate with each other. Students are encouraged to support and encourage each other in language correction. The %nstructor becomes the facilitator or guide. 9nce the message is communicated and the entire interaction is complete, the %nstructor will review with the students as a group, strengths and wea!nesses of that e#ercises. %f corrections need to be made in structure and form, it is done in the feedbac!, debriefing session following each e#ercise if and when peers have not assisted each other with this during the activity. This is supported by the wor! of 8rashen, &rabhu B (llwright /$ited in &ratt, 01102 who spea! to the importance of comprehensible input: acquisition occurs from hearing or needing language to communicate. This paper appreciates the importance of an immersion or pseudo-immersion e#perience for the language learner. Structure is incidental to the focus of the lesson. %t is a subset of the learning. This paper aims to e#tend its resources to E-learning, such as the use of moodle to carry out several online tas!s such as the creation of a mind map about the treatments of a possible disease, also provides an opportunity for self-directed learning and is based on the principles of autonomy. Students can set their own goals and pace for learning. 'ocal classes in non-English spea!ing countries can be greatly enhanced by this type of access. &ratt B *roo!field /01102 identify a number of perspectives on teaching in adult education. The Transmission &erspective is the stereotypic view of the teacher in the classroom in which he;she imparts information in a top-down method of dissemination of material. This perspective is not used as such in this paper. %nstead it is used as a technique. %n this model, teachers are e#pected to be content e#perts in what they teach. This is important to the teaching of Medical English: students e#pect content credibility. % believe that the teacher should be a content e#pert in medicine and health care, first and foremost. The (pprenticeship &erspective /&ratt, et al., 01102 reflects teaching outside of the classroom. %t is a process of acculturating the learner into a specific community. This is paramount in the design of any Medical English course. 'anguage in conte#t cannot be ignored in this highly speciali3ed, career-specific focus. The main course of English for Medical &ersonnel is taught in immersion but the curricula have been e#panded to include e#posure and e#perience in health care settings for the student. 9nce again, the belief that acquisition occurs from hearing or needing language to communicate is supported by this delivery model. (ccording to &ratt B *roo!field /01102, the ?urturing &erspective is the philosophical underpinning for adult education in the .S( for at least the past 0C years. This perspective theori3es that self-concept and self-efficacy are fundamental to the ability of the learner to learn or to even believe he;she can learn. The learner wants to become confident that they can learn the material and that learning the material will be useful and relevant to their lives. /&ratt, et al., 0110: 752 The teaching of Medical English can most certainly include this perspective when the instructor encourages, supports and mentors their peers into the acquisition and use of English. They have vested interest in the career as well as in teaching the student. Argument % agree with Swan /455D2 that some styles of speech and writing have their own rules and structure. This is most certainly the case in the Medical English. )ealth<s professionals must read, write, interpret, and give directions, using a wide, wide variety of abbreviations and acronyms that are e#tremely career-specific. .nless one has spent time wor!ing in this field, it is almost impossible to understand this career-specific "argon. Medical English is also conte#tual. %t is a language of its own. ,octors and nurses use academic and technical language interspersed with common speech and wor!place "argon. %t rarely focuses on complete or proper sentence structure. Thus, charting is e#pected to be brief and in cryptic form. % have had the opportunity to consult with English language schools and nurse recruiters from around the world. Time and again, the development of curriculum for Medical English is being developed by individuals with different levels of e#pertise in the teaching of English, minimal e#perience in any type of curriculum design, and limited or no !nowledge of the language of health care. :ithout a doubt, most schools tend to use medical dictionaries and stress the acquisition of complicated medical terminology without being able to use this language in any meaningful way in the classroom. These curricula are limited by their traditional approaches to the teaching of the sub"ect matter. They are hindered by the belief that anyone can teach career specific language. ,esigners and instructors seem unaware of or unconcerned that an error in language can have serious life- threatening implications for a patient. (dmittedly, there are some schools that do have insight into the need to consult with members of the medical community. )owever, consultation does not necessarily signify insight or e#pertise and does not guarantee to enhance the actual learning e#perience for students. % claim that what is needed is to reverse this thin!ing. $onte#t e#perts need to consult with language e#perts to develop appropriate, purposeful curricula. %t is my contention that medical professionals interested in learning Medical English are more motivated to learn, acquire and use language when the entire conte#t of the learning is within the field of their interest, medicine and health care. (lready well-educated, these professional people bring with them a wealth of !nowledge and s!ills in medicine and health care. (ll learning activities are greatly enhanced by the opportunities provided by the %nstructor and within the classroom to enter into e#changes of ideas and health care practices while using new language. % state that this ability to wor! through language, add vocabulary and, to coin a term from nursing, thin! on your feet in an e#periential way will establish a much stronger base of learning and recall. (ll in all, the method of curriculum design and delivery for Medical English needs to shift from the traditional audio-lingual method to being conte#tually-based and e#periential. %t needs to be delivered at the level of advanced English training where focus can be dedicated to the language of the career rather than the structural foundations and rules of learning a new language. The provision of this type of course or curriculum will improve the student s motivation to learn and participate in learning activities. %mmersion activities and e#posure to non-native English spea!ers who are also health professionals are crucial elements in acculturating the Medical English student into the way career-specific language is actually used. -oundational underpinnings of the curriculum and overall course goals should be lin!ed to legal and ethical parameters for the health professions to provide credibility for the course provider and value for the health profession, the student, and the public. ,esigners and teachers need to be cogni3ant of the purpose and philosophy of the curriculum, and the goals of their students. $onte#t of lessons needs to be relevant to the wor! the health professionals are doing and will be doing in the future to ma!e it valuable to them. #$AP English as a %oreign Language programs for medicine (s far as the ultimate programs of English 'anguage Teaching /E'T2, !nown as Elengua e#trangera ingles %, %%, %%%, %F< were coined following the $ommon European -ramewor! of =eference for all 'anguages /$E-=2 levels and its corresponding Ecan do< statements;descriptors, a huge epistemic gap is found. %n this vein the $E-= strongly suggests as a language policy the use of the action communicative approach. $onversely, the rubric that is being followed by teachers to assess students learning is not in accordance with it. They are giving by far too much weight to the online test, and diminishing any other dimensions such as the spo!en production, spo!en interaction and written production which are core issues when certifying students via $ambridge or Trinity $ollege. %n this respect 'ong /455@2 clearly states that significant acquisition is achieved through constant interaction amongst students and teachers, this in turn leads to assessing through a rubric that ta!e the missing aspects into account to enhance students< language capacity to the fullest. %n the following headings a thorough analysis of 'anguage programs will be accurately presented. Mar&ee's frame"or& of program analsis %n the light of these events, Mar!ee /01102 holds the view that program implementation process might be analy3ed through his Enegotiated model of curricular innovation< applied as the $ollege and the $enter for (dvanced Technologies and %nnovation /$(T%2 pro"ect based on $andlin<s /45672 two folded basic model: Gstrategic /or curriculum2 planning and tactical /or syllabus2H /p. DD2. )e also adds a third aspect that is Ethe operational planning< which in turn draws on teacher day to day pra#is. %n addition, $andlin /45672 ,ewey /45412 Stenhouse /45DC2 cited in Mar!ee /01102 posit that Gthe $(T% pro"ect<s ideology draws on a critical, negotiated approach to pedagogyH /p.DD2. (ccording to Mar!ee, in the rationale given for the $(T% pro"ect four reasons are given for using the English as a -oreign 'anguage /E-'2 courses as a laboratory for curricular innovation: /42 the quality of E-' instruction would be enhanced and Teaching (ssistants would develop e#pertise in curriculum development that would be professionally useful to them in their subsequent careers+ /02 this solution addressed faculty and Teaching (ssistant dissatisfaction with the quality of these courses that e#isted before the $(T% pro"ect was instituted+ /A2 it facilitated the development of ban!s of in-house materials that were specially tailored to meet the E-' needs of international students+ /72 it offered pro"ect participants opportunities to understand the process of educational change. Strategic Planning Mar!ee /0110: D52 argues that Gstrategic curricular planning is the responsibility of the pro"ect director or change agent, who supplies !nowledge about IJK Ithe suggested teaching approachK to teachers and gives the pro"ect its overall directionH. )e also posits that Gthe pro"ect director<s responsibilities include: /42 specifying the pro"ect<s aims, goals and criteria for evaluation+ /02 identifying the change strategies used to implement the pro"ect<s aims and goals+ /A2 stating the purposes and the content of the pro"ect<s E-' instruction+ /72 clarifying the developmental function of the pro"ect<s ban!s of in-house materials+ /C2 naming the attributes that affect the implementation of IJK Ithe suggested teaching methodology, see appendi# (K in the pro"ect+ /@2 laying out the characteristics of IJK Ithe $ommunicative 'anguage Teaching and Tas!-*ased (pproachKH /p.61+ my additions2. %n this conte#t curricular innovation seems to be promoted by the managerial staff /coordinators and the director2 with the purpose of implementing top-down decisions. -urthermore, they decide upon the language approach teachers are going to wor! with following bureaucratic establishing protocols /for a complete description see Santos, 011C2. The pro(ect's aims) goals) and criteria for evaluation This evaluation is based on Stenhouse /45DC2, $rac!nell and =ednall<s /456@2 adapted &ro"ect -ramewor! Gwhich is widely used by (merican, (ustralian, European and .nited ?ations aid agenciesH /Mar!ee, 0110+ p.612. %t can spell out a program<s aims and ob"ectives and also s!etch the criteria used for evaluation in a single, integrated pac!age /see table 42. %n a similar vein, (lderson /45502 states that Gthis pro"ect framewor! can help language teaching professionals to understand the consequences of their decisions such as managerial top down implementation and actions which is view as the operational componentH /p.61+ my additions2. Table 4 consists of two parts. The first part sets out and summari3es the most common &rograms< contents /'engua e#tran"era ingles %, %%, %%%, %F2, ob"ectives and outputs as hierarchically organi3ed statements that range from the general to the specific. The second consists of inputs required to achieve the program<s contents, ob"ectives and outputs. The third one copes with important assumptions ta!en by the sta!e holders Idirectors, teachers and studentsK based on operational issues /(lderson, 45502. *+Pro(ect structure ,+-ndicator of achievement .+Means of verification /+-mportant assumptions To comprehend the functional and grammatical differences of simple tense and future To pose questions about the possible consequences of determined actions. To loo! after the ecology (lthough the ob"ective seems a mi#ture of functional structural content, it only deals with grammar. =egarding point 0, the indicator of achievement is rather vague and imprecise. =egarding point A, student might be involved in tal!ing about how to care for the ecology in a communicative or tas! based activity. % might argue that it depends on the teacher<s operational planning. /Saslow B(scher, 011@2 To identify cause and effect clauses in conditional sentences. To apply these learnt structures to the analysis and solution of problematic situations To loo! after the ecology ?umber 4 is structural+ but number 0 seems to promote functional and notional issues as the student might use 4 st , 0 nd or A rd conditional in a communicative or tas!-based activity. % might argue that number A is concerned with s!etching a writing or conversational activity about discussing true or hypothetical ecological situations. %dentify the simple tense of most verbs as well as used to, to state a habitual action in past. To describe past habitual action of learner<s childhood To describe and state a point of view about the social movements in the @1<s ?umber 4 is structural in nature. $onversely, number 0 encourages learners to tal! about past e#periences form their childhood. ?umber A could be carried out by designing a tas! which might involve the analysis of a specific situation /Martin 'uther 8ing, Fietnam war2 in the @1s. To comprehend the interrogative structure in English To pose questions which allow to get specific info from past epochs. To state a point of view about the magnitude and influence of some social events. ?umber 4 is structural and vague. ?umber 0 might be frame on a tas!-based reading activity which has students solve a "ig-saw reading about 8ennedy<s murder+ with a question and answer follow up. ?umber A could be carried out similarly. /Saslow B(scher, 011@2 To distinguish passive and active voices in sentences. To apply this structural !nowledge /heuristics2 with the purpose of comprehending process and procedures of the target language To comprehend the process, efforts and facts to the consolidation and development of an enterprise ?umber 4 is rather structural. ?umber 0 seems heuristics since it has learners analy3e form and meaning within sentences. This is nevertheless the operational appreciation of this practitioner. ?umber A might be carried out through a tas!-based activity which let students measure the impact when creating and developing an enterprise. %dentify the structure of the perfect tenses To comprehend the uses of modals within the content and form of a sentence. To describe the late action of two sequence actions in the past. To value the loyalty, friendship and love This ob"ective is structural in nature as well as point 0. =egarding point A, learner may be involved in tal!ing about past e#periences dealing with these values, but it depends on the teacher<s operational planning. /Saslow B(scher, 011@2 *+Pro(ect structure ,+-ndicator of achievement .+Means of verification /+-mportant assumptions Ferbs follow by infinitives and;or gerunds -ing B -ed ad"ectives To comprehend readings and fol! tales which describe facts in the past To value the fol! legends and tales< importance and their influence on people<s lives. &ersonal e#periences ?umber 4 is rather structural. ?umber 0 B A can be carried out through tas!-based activities such as discussing the weeping woman legend with a follow up description in writing about specific details. ( tas! based activity such as describing your own personality or describing of someone you !now well /Saslow B(scher, 011@2 Second conditional Might B would to state unreal events ,escribe the dreams B ideal one possesses ?umber 4 is rather structural. ?umber 0 BA can be carried out through tas! based activities such as writing an article about appropriate appearance in your country and;or narrating a true story about an ethical choice /Saslow B(scher, 011@2 &resent perfect simple B continous To use the present perfect to lin! an event that began in the past with the To describe emotional or scholar e#periences ?umber 4 is rather structural. ?umber 0 BA might be carried out through a tas!-based activity such as writing a movie review page and;or e#pressing opinion about violence in present media /Saslow B(scher, 011@2. %dentify the perfect tense sentences Two order two events chronologically To apply the present perfect to sequence some stories< facts ?umber 4 B0 are very structural. ?umber A may be carried out through a tas!-based activity such as e#pressing opinion about violence in media /Saslow B(scher, 011@2. Table 4 %n this vein, =ichards /01142 posits that G&eople are generally motivated to pursue specific goals+ the use of goals in teaching improves the effectiveness of teaching and learning+ and a program will be effective to the e#tent that its goals are sound and clearly describedH /p.4402. (lbeit this quotation+ the ob"ectives of this program are li!ely vague and it might require lots of effort from the part of a teacher to consolidate them /Stenhouse, 45DD2. -urthermore, ?unan /45672 has "ustified =ichards<s /01142 curriculum development in language teaching as Ga set of process and procedures which are both systematic and interrelatedH /p. 462. This set has been Gprofessional-orientedH and comprises these elements: Gneeds analysis, ImaterialsK, ob"ectives setting Ito address the learners needsK, content and methodology, and evaluationH /p.46+ my additions2. =ichards also posits that GIcKurriculum development is a more comprehensive process than syllabus design. %t includes the processes that are used to determine the needs of a group of learners, to develop aims or ob"ectives for a program to address those needs, to determine an appropriate syllabus, course structure, teaching methods, and materials, and to carry out an evaluation of the language program that results from these processesH /p. 02. -dentif the pro(ect's change strategies (ccordind to Mar!ee /01102 Gthe $(T% pro"ect employs a lin!age model of change which promotes IJKIprogram developmentK by using top down and bottom up strategies of change on a contingent basis Isee Te#t 'in! 67K. The model is top down in that the pro"ect director uses authority in two ways: /42 as a faculty member using the hierarchical position of director I...K, /02 as a curriculum specialist, using academic authority to set out the general parameters within which innovation in the $(T% pro"ect occursH /p.6D+ my additions2. =egarding the $ommon framewor! of languages at a *.(&, the programs framed by this paper was coined in the 51<s which in turn was supposed to be a top-down innovation i /&royecto -Lni#, 4557-4556+ cited in $atMlogo de programas del Tronco $omNn .niversitario *.(&. ,OES, 455C2. %t is now consolidated by Modelo Educativo Minerva /M.M by its captions in Spanish2 so as to propose innovation as a permanent issue which might enable students to acquire a foreign language /Santos, 011C2. 'earners might then have the necessary s!ills to interact in international and national professional conte#ts. ?evertheless, M.M /011D2 proposes that the transversal a#is ii is different from the current operation of the 'anguage framewor! so as to let any other faculty either choose to ta!e the four courses /basic and pre-intermediate2 or up to for the certification process. -dentif the purposes and content of instruction The layout of these programs seems to have a multilayered syllabus which integrates notional-functional and structural units of analysis. %t is an integrated-s!ills course which aims to improve students< oral and written communication. Similarly, Mar!ee /01102 holds the view that Gstudents must be able to communicate successfully via both oral and written media IJKThey must be able to communicate through different channels IJKsuch as face to face oral discourse, writing, for instance, and electronic mail IJK the procedural content of these courses /i.e., the !inds of learning activities with which students engage in their E-' classes2 can be appropriately derived from the academic tas!s that students accomplish in their day to day livesH /p. 662. :ith the advent of adopting the $ommon European -ramewor! of =eference<s /$E-=+ $ouncil of Europe, 01142 descriptors as curricular guide-lines /see appendi# *2, spo!en interaction and spo!en production are strongly enhanced+ face-to-face interaction may of course involve a mi#ture of media: spo!en, written, audio-visual, paralinguistic IJK and para-te#tual IJKH /$ouncil of Europe, p. 662. %n addition, the $E-= /ibid.2 suggests interaction through the medium of written language which includes such activities as: /i2 passing and e#changing notes, memos. when spo!en interaction is impossible and inappropriate+ /ii2 correspondence by letter, fa#, e-mail+ /iii2 negotiating the te#t of agreements, contracts, communiquLs, by reformulating and e#changing drafts, amendments, proof corrections+ /iv2 participating in on-line or off-line computer conferences. %n the ne#t section the author will discuss how the adoption of materials has permeated the foreign language learning process. The developmental function of in0house materials Mar!ee states that Gthe decision to use an ES&;EO& /English for Specific &urposes; English for Oeneral purposes2 inspired course design solution naturally suggests that teachers should develop in-house materials IJK )owever, the decision to rely mostly on in-house materials is motivated by the more important aim of promoting teacher developmentH /p. 652. (s a matter of fact, *.(&<s 'anguage -aculty prefers adopting materials to promoting the development of in-house ones /a top-down policy2. ?ot only does this policy apply to the $ommon -ramewor! of 'anguage /English2, but it also permeates the other language cohorts /$E'E, -O.M2. %n the light of these events, a new te#t-boo! is being implemented GThe Prime time series /Evans B ,ooley, 01412H+ ?unan /45542 hence gives advice on what appears to be the most common reason for course-boo! adoption: G:hen selecting commercial materials it is important to match the materials with the goals and ob"ectives of the program, and to ensure that they are consistent with one<s beliefs about the nature of language and learning, as well as with one<s learners< attitudes, beliefs and preferences.H /p. 0152. *y using Mc,onough and Shaw<s /455A: @6-@52 two-stage model for course-boo! evaluation the curriculum designer can notice two important issues such as e#ternal characteristics of evaluating a boo!: how the language has been presented and organized into teachable units/lessons: there are C units in both Student *oo! /S*2 and :or!boo! /:*2 and a claim of @1-51 hours of class time. Are the subjects and contents relevant to your syllabus? &rime Time contents nearly fit the ob"ectives and goals for this level. (s far as the units of (nalysis are concerned, a @1 P match is correlated with the contents in the boo! /used to, second conditional2, Ithe correlations are also indicated in Stenhouse /45DC2, $rac!nell and =ednall<s /456@2 adapted &ro"ect -ramewor! analysis on section 0.4.0K. Attri1utes affecting the adoption of tas&01ased language teaching Mar!ee claims that Ginnovation has attributes that either facilitate or inhibit their adoption+ these can be used to analy3e the factors that potentially affect the adoption of tas!-based teaching IJKH /p. 652. These programs do not e#plicitly address any approach or methodology, but it suggests the acquisition of communicative competence. Thus, teachers seem to be using eclectic methodologies or in a large e#tent the methodology that the boo! suggests. %n this vein, Saslow and (scher /011@2 claim that their particular eclectic method is one third based on 8rashen<s iQ4, Gthe reason for this is to e#pose students to the authentic language they will encounter in the world outside the classroom and to familiari3e them with it IJK Oreat care has been ta!en to ensure that iQ4 language is comprehensible IJK 9ne of the purposes of including a piece of realia with iQ4 language is to teach students find meaning in te#ts that contain some un!nown languageH /p. T#i#2. 9ne third on the (udio-lingual method since there is plenty of conversation pair-wor! through the units. 9ne third on the tas!-based approach since it engages students in negotiating, problem-solving Eauthentic< situations. % might argue that it is too much audio-lingual. Saslow and (scher state that its multilayered syllabus is in accordance with the $E-= /see appendi# $2. Tactical Planning Mar!ee /01102 argues that Git is in the model<s tactical level of planning that the teaching assistants< tas!-based language teaching syllabus design and materials development activities are conceptually located. %f the pro"ect<s model of curricular innovation is to wor!, teaching assistants must understand the theoretical principles upon which tas!-based language teaching syllabus design and materials development activities are conceptually located. %f the pro"ect<s model of curricular innovation is to wor!, teaching assistants< must understand the theoretical principles upon which tas!-based language teaching is founded. They must also !now how to select te#ts, grade and sequence, pedagogical tas!s. -inally, they must decide how to select appropriate methodological procedures. This section e#amines how one teaching assistant interpreted tas!-based language teaching in his materialsH /p.552. The $(T% pro"ect is quite clearly embedded in a ?orth (merican conte#t of implementation. %n this section, it is argued that the point of telling the story of the $(T% pro"ect is not to generali3e the solutions that have been developed in this pro"ect - which will be highly conte#t-specific - but to develop a grounded understanding of the issues and problems that are inherent in trying to ma!e educational innovation happen. Mar!ee /01102 posits that Ggood communication among pro"ect participants is a !ey to successful curricular innovationH /see Te#t 'in! 4@42. $onsequently, the programs curricular innovations are top-down implementations which ta!e into account teachers points of view. Teachers< meetings are r carried out to openly discuss an innovation such as the adoption of new materials or the adoption of new standards+ in this vein, teachers might be active recipients to run a given program. Mar!ee also posits that Gthe successful implementation of educational innovations is based on a strategic approach to managing changeH /see Te#t 'in! 4@02. %n this vein, early adopters are "ust a few groups of teachers implementing the innovation preceded by innovators /the director<s staff2 so as to produce the typical s-shaped curve that describes the diffusion of innovation. (nother three types of adopter can be superimposed on this curve: early ma"ority, late ma"ority and laggards. % shall hence comment that the European 'anguage &ortfolio<s /E'&2 innovation is still in the la3y slope of this curve. Then % outlined the E'& as a proposal of innovation due to the fact that it could not only enhance the learners< autonomy but it also serves as a means of carrying a needs analysis. )owever, if % were to measure it as a value laden on this curve % might argue that the innovation is still in its infancy /see figure 42.
-igure 4 (dopted and ta!en from :itten, $asteneira, *renes, &reciado, Tapia, SMnche3 /011D2 2perational planning Mar!ee /01102 posits that Goperational planning is the responsibility of teachers and students and involves the short-term planning and e#ecution of lessons by teachers. This level of planning is also a locus of innovation in that teaching involves negotiation between Innovators/Early adopters Early Majority/Late Majority Laggards % of adopters who implement innovation over a specifc time period often form a typical S-shaped difusion curve teachers and learnersH /p.01D2. %n this vein, lesson plans can be negotiated with learners so as to implement some activities rather than others. ?evertheless, in this program teachers have got a fi#ed administrative schedule to accomplish determined units in a given time span. This is not an e#cuse to avoid innovating though. (s a matter of fact, % might argue most of teachers< pra#is of this language department is permeated by different beliefs and theoretical assumptions according to the comple# socio-cultural conte#t we are wor!ing with. The European Language Portfolio (ELP) %t has been developed as a pedagogical language learning companion piece to the $E-= /$ouncil of Europe, 01142. %t consists of either an electronic or paper version where students !eep trac! of their language development. %t is designed /i2 to encourage the lifelong learning of languages, to any level of proficiency+ /ii2 to ma!e the learning process more transparent and to develop the learners ability to assess his;her own competence+ /iii2 to facilitate mobility within Europe by providing a clear profile of the owners language s!ills+ /iv2 to contribute to mutual understanding within Europe by promoting plurilingualism /the ability to communicate in two or more languages2 and intercultural learning. )ence, it consists of three parts: the &assport, the 'anguage *iography /'*2, and the ,ossier /'ittle, 011D2. 4. The &assport is used to build up a cumulative record of the owner<s language learning and intercultural e#perience. (t its centre is the owner<s own assessment of his;her achieved proficiency in '0;-'s, underta!en on the basis of the so-called self-assessment grid. 0. The '* provides a reflective accompaniment to the ongoing process of learning and using '0;-'s, and engaging with the cultures associated with them. %t supports the setting of learning targets and the process of self-assessment by e#panding the descriptions of proficiency in the self-assessment grid into chec!lists of communicative tas!s. A. The ,ossier is the least defined part of the E'&Rin many models it consists of no more than an empty table of contents for the owner to fill in. %ts purpose is to provide a space in which E'& owners can show what they can do in the various languages they !now and illustrate their intercultural e#perience, usually in written te#t but sometimes also in audio and;or video recordings. %n some implementations the dossier is also a place where owners !eep materials relevant to their current learning+ for e#ample, vocabulary or grammatical rules they !now they need to master, plans and drafts of pro"ects they are wor!ing on, and newspaper or maga3ine articles that are relevant to their learning goals. Conclusion (s the improvement of a program is an ongoing process /Mar!ee, 01102 trying a constructivist approach should be e#ercised. )owever, new materials and the E'& innovation must be run. (daptations of the $E-= descriptors which thoroughly match our specific socio-cultural conte#t need to be run as well. %n the light of these events, different versions of the E'& ought to be developed to match specific classroom<s necessities to foster learners< autonomy. Throughout this paper % attempted to answer two questions: /i2 to what e#tent are the three levels of planning /strategic, tactical and operational planning2 discernible in the way this specific program organi3es foreign language instruction> (s we have already seen through the different subheadings of this paper the strategic component reveals that old-fashion programs were a top-down innovation proposed by &royecto -Lni# in the 51s with a multilayered syllabus /functional and structural2. Thus, the dissection of the most important features of the programs G'engua e#tran"era inglesH /M.M2 depicts a new epistemic hori3on for researchers to enhance English acquisition. =egarding the tactical plane, the $(T% pro"ect was proposed and clearly defined as a ?orth-(merican innovation which could be used as a model to contrast against this program. %n this vein, % argue that teachers seem to follow their own idiosyncratic methodology that might be an eclectic one, although the program is suggesting a communicative approach which integrates the four s!ills, the goal and specific ob"ectives seem rather vague. % then analy3ed the contents of the syllabus according to Stenhouse /45DC2, $rac!nell and =ednall<s /456@2 adapted &ro"ect -ramewor! matri#. % also argued that teachers are as!ed to give their point of view within the process of curricular innovation. This produces active participants that enact;carry out top-down decisions from directors and coordinators. Similarly, Mar!ee /01102 argues that Gin terms of understanding the !ey elements of the $(T% pro"ect, and which of these elements can be reproduced in other conte#ts of implementation IJK the point of studying the $(T% pro"ect IJK is to gain a grounded understanding of the problems that are involved in managing curricular innovationH /p.4412. (s far as the operational plane is concerned, the daily teachers< pra#is was framed within a spectrum of different beliefs and theoretical assumptions. % also argue that innovation might occur. % suggested piloting the E'& as a pedagogical tool which might promote learners< autonomy. To what e#tent does the model of curriculum design used by this cohort either encourage or discourage the negotiation of syllabus content between different participants> % might argue that % could not obtain all the necessary information /needs analysis, specific documents of teachers< meetings, the curriculum designers< point of view2 from the different sta!e holders so as to reach a valid conclusion about the effectiveness of communication among them. %diosyncratically, % might claim that any possible change /innovation2 in curriculum- syllabus design is a top-down process which is negotiated by educational authorities. %n short, it is a top-down administrative process, although some teachers are promoting some bottom up innovation. Mar!ee accurately posits that Gthe $(T% pro"ect has developed an empirically based methodology to illuminate how teachers interpret policy made at the strategic level of curricular planning and how they implement these decisions through a process of adaptation and modification at the tactical level of syllabus planning and at the operational level of planningH /p. 4412. More adaptation is needed in the light of the M.M implementation so as to appropriately revise and propose new tendencies in curricular innovation iii . 3eferences ("3en, %. /45542. The theory of planned behavior. Organizational Behavior and Human ecision Processes C1, 4D5-044. (lderson, $. /45502. Ouidelines for the evaluation of language education. %n $. (lderson and (. *eretta /Ed.2, !valuating "econd #anguage !ducation /pp. 0D7-A172. $ambridge: $ambridge .niversity &ress. *enner, &./45672: -rom novice to e#pert: e#cellence and power in clincial nursing practice, (ddison- :esley &ub. $o., .S( *.(&- ,OES /455C2. $atalogo de programas del Tronco $om%n &niversitario. &uebla: *.(&. *.(&-Modelo .niversitario Minerva /011D2. !structural $urricular. &uebla: *.(&. $andlin, $. /45672. Syllabus design as a critical process. %n $.S. *rumfit /Eds.2, 'eneral !nglish "yllabus esign /pp. 05-7@2. E'T document 446. 9#ford: &ergamon; *ritish $ouncil. $ooper, =. /45602. ( framewor! for the study of language. %n =. '. $ooper /Eds.2, #anguage spread( "tudies in di))usion and social change /pp. C-A@2. *loomington: %ndiana .niversity &ress and :ashington, ,.$.: $enter for (pplied 'inguistics. $ouncil of Europe, /01142. $ommon !uropean *ramewor+ o) ,e)erence )or #anguages( #earning- teaching- assessment. $ambridge: $ambridge .niversity &ress. $rac!nell, *. and =ednall, S. /456@2. e)ining objectives and measuring per)ormance in aid projects and programs. 'ondon: 9verseas ,evelopment (dministration. ,ewey, S. /45412. How we thin+. *oston, mass.: )eath. ,uOas, *.:, Esson, '. and =onaldson, S. /45552: ?ursing foundations: a $anadian perspective, &rentice )all, $anada Evans, F. B ,ooley, S. /01412. &rime Time Series. ?ewbury: E#press &ublishing )armer, S., /455@2: The practice of English language teaching, 'ongman )andboo!s for 'anguage Teachers, 'ongman &ublishers, .S( Sacobs, S. and -arrell, T. /01142. &aradigm Shift: .nderstanding and %mplementing $hange in Second 'anguage Education. Teaching !nglish as a "econd or *oreign #anguage- . /02, 4-4A/ %n electronic format at http:;;www- writing.ber!eley.edu;TES'-ES;e"4D;toc.html 8ennedy, $., ,oyle, &., and Ooh, $. /45552. !0ploring change in !nglish language teaching. 9#ford, .8: Machmillan )einemann. 'ittle, ,./011D2. 'anguage learner autonomy: some fundamental considerations revisited. 1nnovation in #anguage #earning and Teaching /424, 47T05. 'ong, =. /455D2. %nvestigating and responding to student attitudes and suggestions for course improvement. The #anguage Teacher 04/412, 0A-05. Mar!ee, ?. /01102. 2anaging $urriculum 1nnovation. ?ew Uor!: $ambridge .niversity &ress. Mc,onough, S. and Shaw, $. (455A2. 2aterials and 2ethods in !#T. 9#ford: *lac!well. ?unan, ,. /45672. The #earner3centered curriculum/ ?ew Uor!: $ambridge .niversity &ress. ?unan, ,. (45542. #anguage Teaching 2ethodology. 'ondon: &rentice )all. &ratt, ,. and (ssociates, S. *roo!field /01102: -ive perspectives on teaching in adult and higher education, 8rieger &ublishing $ompany, .S( =ichards, S. $. /01142. $urriculum development in language teaching. ?ew Uor!: $ambridge .niversity &ress. =ogers, E. /455C2. The di))usion o) innovations. 'ondon: Macmillan; -ree &ress. Santos, (. /011C2. Propuesta de 2etodolog4a para esarrollar un Ambiente 1nteractivo de Aprendizaje 5A1A6. ,ocumento no publicado, &uebla, ML#ico. Saslow, S. and (scher, (. /011@2. Top 7otch 8. .8: 'ongman Stenhouse, '. /45DC2. An introduction to curriculum research and development. 'ondon: )einemann. Swan, M. /455D2: &ractical English .sage, 9#ford .niversity &ress, .8 :itten, M. $asteneira, T. *renes, M. &reciado, &. Tapia, =. SMnche3, F. /011D2. E#ploring innovation processes in a public university in central Me#ico. 2!9T!"O# :; /02, 7D-C@. Appendi4 A (dopted from Mar!ee /01102 Appendi4 # 3eception -nteraction Production Listening 3eading Spo&en -nteraction 5ritten -nteraction Spo&en Production 5ritten Production C, % have no difficulty in understanding any !ind of spo!en language, whether live or broadcast, even when delivered at fast native speed, provided % have some time to get familiar with the accent. % can read with ease virtually all forms of the written language, including abstract, structurally or linguistically comple# te#ts such as manuals, specialised articles and literary wor!s. % can ta!e part effortlessly in any conversation or discussion and have a good familiarity with idiomatic e#pressions and colloquialisms. % can e#press myself fluently and convey finer shades of meaning precisely. %f % do have a problem % can bac!trac! and restructure around the difficulty so smoothly that other people are hardly aware of it. % can e#press myself with clarity and precision, relating to the addressee fle#ibly and effecively in an assured, personal, style. % can present a clear, smoothly-flowing description or argument in a style appropriate to the conte#t and with an effective logical structure which helps the recipient to notice and remember significant points. % can write clear, smoothly flowing te#t in an appropriate style. % can write comple# letters, reports or articles, which present a case with an effective logical structure, which helps the recipient to notice and remember significant points. % can write summaries and reviews of professional or literary wor!s. C* % can understand e#tended speech even when it is not clearly structured and when relationships are only implied and not signalled e#plicitly. % can understand television programmes and films without too much effort. % can understand long and comple# factual and literary te#ts, appreciating distinctions of style. % can understand specialised articles and longer technical instructions, even when they do not relate to my field. % can e#press myself fluently and spontaneously without much obvious searching for e#pressions. % can use language fle#ibly and effectively for social and professional purposes. % can formulate ideas and opinions with precision and relate my contribution s!ilfully to those of other spea!ers % can present clear, detailed descriptions of comple# sub"ects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion % can e#press myself in clear, well- structured te#t, e#pressing points of view at some length. % can write detailed e#positions of comple# sub"ects in an essay or a report, underlining what % consider to be the salient issues. % can write different !inds of te#ts in a style appropriate to the reader in mind. #, % can understand e#tended speech and lectures and follow even comple# lines of argument provided the topic is reasonably % can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. % can interact with a degree of fluency and spontaneity that ma!es regular interaction with native spea!ers quite possible. % can ta!e an active part in % can write letters highlighting the personal significance of events and e#periences. % can present clear, detailed descriptions on a wide range of sub"ects related to my field of interest. % can e#plain a viewpoint on a topical % can write clear, detailed te#t on a wide range of sub"ects related to my interests. % can write an essay or report, passing on information familiar. % can understand most TF news and current affairs programmes. % can understand the ma"ority of films in standard dialect. % can understand contemporary literary prose. discussion in familiar conte#ts, accounting for and sustaining my views. issue giving the advantages and disadvantages of various options. or giving reasons in support of or against a particular point of view. #* % can understand the main points of clear standard speech on familiar matters regularly encountered in wor!, school, leisure, etc. % can understand the main point of many radio or TF programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. % can understand te#ts that consist mainly of high frequency everyday or "ob-related language. % can understand the description of events, feelings and wishes in personal letters % can deal with most situations li!ely to arise whilst travelling in an area where the language is spo!en. % can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life /e.g. family, hobbies, wor!, travel and current events2. % can write personal letters describing e#periences and impressions. % can connect phrases in a simple way in order to describe e#periences and events, my dreams, hopes B ambitions. % can briefly give reasons and e#planations for opinions and plans. % can narrate a story or relate the plot of a boo! or film and describe my reactions. % can write straightforward connected te#t on topics, which are familiar, or of personal interest. A, % can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance /e.g. very basic personal and family information, shopping, local geography, employment2. % can catch the main point in short, clear, simple messages and announcements % can read very short, simple te#ts. % can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and % can understand short simple personal letters % can communicate in simple and routine tas!s requiring a simple and direct e#change of information on familiar topics and activities. % can handle very short social e#changes, even though % cant usually understand enough to !eep the conversation going myself. % can write short, simple notes and messages relating to matters in areas of immediate need. % can write a very simple personal letter, for e#ample than!ing someone for something. % can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational bac!ground and my present or most recent "ob % can write a series of simple phrases and sentences lin!ed with simple connectors li!e GandH, GbutH and GbecauseH. A* % can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people spea! slowly and clearly. % can understand familiar names, words and very simple sentences, for e#ample on notices and posters or in catalogues. % can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what %m trying to say. % can as! and answer simple questions in areas of immediate need or on very familiar topics. % can write a short, simple postcard, for e#amples sending holiday greetings. % can fill in forms with personal details, for e#ample entering my name, nationality and address on a hotel registration form. % can use simple phrases and sentences to describe where % live and people % !now. % can write simple isolated
phrases and sentences. Appendi4 C i se propuso la creaciVn de un Tronco $omNn .niversitario /T$.2 con cursos de naturaleza interdisciplinaria y compleja <ue desarrollar4an en el estudiante procesos de pensamiento cr4tico y anal4tico- tambi=n incentivar4an la creatividad y la apropiaci>n de )ormas mucho m?s )le0ibles de pensar acerca de c>mo concebir el mundo- lo <ue ayudar4a a los egresados a seguir aprendiendo durante toda su vida pro)esional/ /$atMlogo de programas del Tronco $omNn .niversitario *.(&. ,OES, 455C2. ii Este currWculo presenta tres componentes: 4. M(TE=%(S ,E -9=M($%X? OE?E=(' .?%FE=S%T(=%(. Se orientan al cumplimiento de ob"etivos bMsicos para el desarrollo del e"e transversal en forma de materia con crLditos, entre las cuales pueden ser obligatorias y optativas+ 0. ES$E?(=%9S ,E ,ES(==9''9. Se orientan por los ob"etivos particulares del e"e transversal y se concretan mediante la reali3aciVn de eventos acadLmicos, ambientes institucionales y actividades tutorales+ A. ($T%F%,(,ES %?TEO=(,9=(S. Se orientan por los ob"etivos particulares del e"e transversal y se concretan integrados a materias del currWculum correlacionado. $aptan crLditos integrados en las materias disciplinarias del currWculo correlacionado /Modelo .niversitario Minerva+ p.AA2. iii
Self Efficacy Anxiety and Performance in The English Language Among Middle School Students in English Language Program in Satri Si Suriyothai School Bangkok