Integrating the Coffee Culture with the Teaching of English

dc.creator	Zuluaga Corrales Carmen Tulia
dc.creator	López Pinzón Margarita María
dc.creator	Quintero Corzo Josefina
dc.date	2009-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:23:07Z
dc.date.available	2015-07-20T22:23:07Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/b6d8b0cff6e6490db6f841553c00aa9a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20874
dc.description	The present article gives account of the results of a research project developed at the University of Caldas with a group of preservice teachers and advisors. The purpose of the work was to sensitize the academic community about the importance of rescuing the cultural identity of rural school students. To achieve this goal, advisors and preservice teachers innovated the school curriculum by integrating the coffee culture to the English program. The study revealed that preservice teachers became skillful at designing content-based tasks that were more meaningful for the students; likewise, they became more sensitive to the problems that affected rural students and their families. It was also found that these students became aware of the commitment they had with the region and its surroundings; furthermore, because classes were more appealing, their motivation increased significantly. Key words: Cultural integration, curriculum, preservice teacher, foreign language teaching-learning process, rural school Este artículo da cuenta de los resultados de una investigación desarrollada en la Universidad de Caldas con un grupo de educadores en formación y sus asesoras, con el fin de sensibilizar a la comunidad académica sobre la importancia de rescatar la identidad cultural de los estudiantes de las escuelas rurales. Para lograr este objetivo, las asesoras y educadores en formación realizaron innovaciones en el currículo al integrar la cultura cafetera a los contenidos de los cursos de inglés. El estudio demostró que los docentes en formación desarrollaron habilidades para diseñar actividades que integraran los contenidos de inglés con la cultura cafetera y que fueran más significativas para los estudiantes. Asimismo, se mostraron más sensibles hacia los problemas que afectaban a los estudiantes y a sus familias. Se encontró también que los estudiantes de las escuelas rurales se concientizaron acerca del compromiso que debían tener con la región y sus alrededores. Puesto que las clases fueron más atractivas, los niveles de motivación de los estudiantes incrementaron significativamente. Palabras clave: Integración cultural, currículo, practicante, procesos de enseñanza-aprendizaje de una lengua extranjera, escuela rural
dc.language	English
dc.publisher	Universidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.relation	http://www.revistas.unal.edu.co/index.php/profile/article/view/11440
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 11, Iss 2 (2009)
dc.subject	Cultural integration, curriculum, preservice teacher, foreign language teaching-learning process, rural school
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Integrating the Coffee Culture with the Teaching of English
dc.type	article