Isora J. EnrÃquez OÂ´Farrill, PhD
ELT in Cuba from primary to teacher education. Present challenges and perspectives
This presentation outlines the present situation of English language education in Cuba from primary t teacher education. First the objectives are described, then the characteristics of teacher education and finally the opportunities for professional development designed in the country by the ministers and with the support of the British Council.
From an emphasis on reading to communication
General comprehensive culture
Basic communication skills
Share personal and social information
Learn about world cultural achievement
Historical and cultural approach (Vigostky)
Theory of verbal activity ( Leontiev et.al)
Developmental learning (Castellanos, et.al)
Communicative Language Teaching ( Hymes, Savignon, etc.)
3rd- 6th grade
Gradually develop very basic communicative skills to refer to oneself, family and daily routines
by using simple utterances and formulaic patterns
7th â 9th grades
Basic skills to communicate about personal and school life, integrating listening, speaking, reading and some writing
10th â 12th grades
Build on the basic skills to communicate about personal and social life. Speaking, reading and writing are integrated with a greater emphasis on reading.
English has been given priority as a foreign language.
English is taught from primary to tertiary level to contribute to cultural enhancement.
The teaching materials used for each educational level have been locally produced .
ICT has been largely used to support language learning.
There are not enough teachers in schools to lead learning.
Teaching relies mostly on television and videolessons.
The teaching learning process is supposed to be facilitated by the school teacher.
Week-class hour is low.
There is a great number of students per class.
Students leaving school unable to communicate.
A vast number of teacher trainees teach in school
The faculty staff of universities and the teachers have designed methodological alternatives to make the most of ICT.
The methodological department at universities have designed different strategies for the professional development of school teachers .
The social, economic and cultural development of a country relies on the education provided to its people. Educators are in the center of such provision since they have been equipped with the tools to instruct and educate.
The process conducive to the comprehensive formation of the teacher as a professional, that involves the sum of experiences, opportunities and activities through which individuals learn to be teachers by teaching itself and by reflecting on it.
TEACHER TRAINING COURSES
GRADUATE STUDIES AND DIFFERENT FORMS OF CONTINUING EDUCATION FOR IN SERVICE TEACHERS
UNIVERSITY EXTENSION FOR CULTURAL ENRICHMENT
Teacher education principle
Trained in the school,
for the school
and by the school
The education of student teachers to develop the skills to enhance their culture as well as their learnersâ;
The fragmentation of curriculum content;
Connecting theory and practice;
How to support trainees and teachers in the initial years of teaching;
Educating teachers to be reflective practitioners;
Strengthening teachersÂ´ professional development