ELT in Cuba from Primary to Teacher Education. Present challenges and perspectives



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Isora J. Enríquez O´Farrill, PhD isora.enriquez@gmail.com ELT in Cuba from primary to teacher education. Present challenges and perspectives
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ABSTRACT 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.
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From an emphasis on reading to communication ElT goals
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Goal General comprehensive culture Basic communication skills Share personal and social information Learn about world cultural achievement
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Theoretical framework Historical and cultural approach (Vigostky) Theory of verbal activity ( Leontiev et.al) Developmental learning (Castellanos, et.al) Communicative Language Teaching ( Hymes, Savignon, etc.)
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3rd- 6th grade Sensitization Gradually develop very basic communicative skills to refer to oneself, family and daily routines by using simple utterances and formulaic patterns
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7th – 9th grades Basic skills to communicate about personal and school life, integrating listening, speaking, reading and some writing
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10th – 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.
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Main Achievements 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.
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Present challenges 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.
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Facing challenges 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 .
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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.
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Teacher education 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.
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FUNCTIONS PEDAGOGICAL UNIVERSITIES PEDAGOGICAL RESEARCH ACADEMIC EXCHANGE TEACHER TRAINING COURSES GRADUATE STUDIES AND DIFFERENT FORMS OF CONTINUING EDUCATION FOR IN SERVICE TEACHERS UNIVERSITY EXTENSION FOR CULTURAL ENRICHMENT
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Teacher education principle Trained in the school, for the school and by the school
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Present challenges The education of student teachers to develop the skills to enhance their culture as well as their learners’; 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 teachers´ professional development