UNIVERSIDAD PONTIFICIA BOLIVARIANA

CARTA DESCRIPTIVA DEL CURSO

1. IDENTIFICACIÓN DEL CURSO
1.1. Nombre del curso Communicative Competence IV
1.2. Código del curso
1.3. Escuela – Facultad o programa Académico que lo Faculty of Education
imparte
1.4. Ciclo Disciplinary
1.5. Tipo de Presencial X Bimodal Virtual
curso
1.6. Créditos Número de crédito 3 Horas Horas de trabajo
presenciales 6 autónomo
2. CONCEPCIÓN DEL CURSO POR CAPACIDADES HUMANAS Y COMPETENCIAS
2.1. Descripción del curso This component reinforces the theoretical and practical foundations of the sociolinguistic and
pragmatic competences as precursors of the more efficient and proper language use in the
different forms of technology mediation for English learning and teaching.

The component combines the introduction of discussions and reflections about multimodality, the
role of English, not as code but as cultural acumen, in the world, and the fundamentals of
communicative tasks and critical thinking.
2.2. Propósito General del Curso Potentiate students’ communicative competence (linguistic, sociolinguistic, and
pragmatic) from a critical reflection of what multimodal discourse entails for
language learning and teaching.
2.3. Capacidad (es) del Ciclo que desarrolla [Student] builds the notion of what is good, beginning a critical reflection, from
el Curso educational and pedagogical frames of reference, in relation to specific contents
and knowledge, and guided toward human well-being and life guidance.
Dominio de competencias Formulación de la Criterios de competencia Determinación del nivel Contenidos y
al que pertenece el curso competencia que se del curso esperado de desarrollo experiencias de
busca construir de las competencias en aprendizaje
el curso (conceptuales,
procedimentales y
actitudinales)
 What is
I distinguish the notion of
Multimodality?
multimodality as a
Receptive
communicative resource
(Scientific Education,
in diverse contexts.
ICTs, Practice)
 What is
Multimodality?
I interpret my ideas on  Teaching English in
language teaching today Strategic Today’s World
using multimodal texts.
(Reading and Writing,
ICTs, Research)
 Reviewing the
[Student] understands the genres
language as a meaning  What is
I am aware of the need to
system, cognitive tool, Multimodality?
think critically about
Teachability and cohesion and social
technology in today’s Autonomous  Rethinking
interaction instrument Technology in the
learning and teaching
from an intercultural Classroom
contexts.
perspective.
(Scientific Education,
ICTs, Practice)
 What is
Multimodality?
 Rethinking
I deduct the links Technology in the
between technology and Classroom.
English learning and Autonomous  Teaching English in
teaching in diverse Today’s World
contexts.
(Scientific Education,
ICTs, Practice, Reading
and Writing)
 3. PROCESO DE ENSEÑANZA Y APRENDIZAJE POR CAPACIDADES HUMANA Y COMPETENCIAS
3.1. Determinación de las The course, in its on-site modality, will combine theoretical/expository lessons, seminars,
modalidades y métodos and practical lessons geared toward problem solving, cooperative learning and project
docentes de enseñanza work. Students’ autonomous work will focus on the promotion of group work spaces that
continue the proposals from the seminars and practical sessions.
4. PROCESO DE EVALUACIÓN POR CAPACIDADES HUMANAS Y COMPETENCIAS
4.1. Propósito de la To promote English language recognition stemming from formative and summative evaluation
evaluación processes stemming from the development of multimodal texts to describe teacher education
issues.
4.2. Criterio de competencia  I distinguish the notion of multimodality as a communicative resource in diverse contexts.
¿Qué?  I interpret my ideas on language teaching today using multimodal texts.
 I am aware of the need to think critically about technology in today’s learning and teaching
contexts.
 I deduct the links between technology and English learning and teaching in diverse contexts.
4.3. Evidencias ¿Cómo? 1. Response Papers
2. Multimodal Video
3. Capstone projet
4.4. Tiempo ¿Cuándo? 1. Two papers, one each trimester
2. First trimester
3. Second trimester
5. BIBLIOGRAFÍA
5.1. Bibliografía básica Black, R. (2009). English-language learners, fan communities, and 21st-century skills. Journal of
Adolescent & Adult Literacy, 52(8), 688-697. doi:10.1598/JAAL.52.8.4
Cope, B. & Kalantzis, M. (2007). New media, new learning. The International Journal of Learning,
14(1), 75-79.
Council of Europe (2001). A Common European Framework of Reference for learning, teaching
and assessment. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a Foreign
Language’. London, UK: The British Council.
Grugeon, E., Dawes, L., Smith, C., & Hubbard, L. (2005). Teaching speaking and listening in the
primary school (3rd Ed.). London, UK: David Fulton.
Iyer, R. & Luke, C. (2010). Multimodal, multiliteracies: Texts and literacies for the 21st century. In
D. R. Pullen & D. R. Cole (Eds.), Multiliteracies and technology enhanced education: Social
practice and the global classroom (pp. 18-34). Hershey, PA: IGI Global.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication.
Abingdon, UK: Routledge.
Mora, R. A. (in press-a). Challenges and opportunities for literacy and technology in ELT teacher
education.
Mora, R. A. (in press-b). The notion of second languages: Responding to today’s linguistic
ecologies. The Journal for ESL Teachers and Learners.
Mora, R. A. (2012a, September). Technological mediation and digital literacies: Toward a new
model to define second language in the ELT world. Paper Presented at the First Teleconference
on ICT in ELT in Vietnam.
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
Nussbaum, M. C. (1999). Sex and social justice. Oxford: UK: Oxford University Press.
Rajagopalan, K. (2004). The concept of ‘world English’ and its implications for ELT. ELT Journal,
58(2), 111-117.
Seidholfer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.
doi:10.1093/elt/cci064
5.2. Bibliografía en otros idiomas
5.3. Cibergrafía Adichie, C. (2009). The danger of a single story. TED Talk. Retrieved from
http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html
Robinson, K (2010). Changing education paradigms. TED Talk. Retrieved from
http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html
Ryan, P. (2010). Don’t insist on English! TED Talk. Retrieved from
http://blog.ted.com/2011/03/28/dont-insist-on-english-patricia-ryan-on-ted-com/
Blog sobre literacidad, Maestría en Procesos de Aprendizaje y Enseñanza de Segundas Lenguas:
http://ml2secondlanguageliteracies.wordpress.com/

FECHA DE ELABORACIÓN 1 de octubre de 2013 (Mg. Juan Diego Martínez Marín y Dr. Raúl Alberto Mora Vélez)
APROBADO POR: Núcleo de Enseñabilidad
FECHA ÚLTIMA ACTUALIZACIÓN: 18 de octubre de 2013 (Mg. Juan Diego Martínez Marín, Mg. Richard Alonso Uribe Hincapié y Dr.
Raúl Alberto Mora Vélez): Reescritura de la carta descriptiva en inglés.