Participació a classe d’anglès segons l'enfocament centrat en el professor o l'alumnat

Main Article Content

Elena Markina
Alba Garcia Mollá

En aquest estudi, hem abordat el concepte de participació a l’aula i com es veu afectada per un enfocament centrat en el docent i un enfocament centrat en l’alumnat que utilitza els principis i estratègies de l’aprenentatge actiu i cooperatiu per a involucrar l’alumnat en el procés d’aprenentatge. L'estudi es va dur a terme en una escola pública secundària d'Espanya amb dos grups d'aprenents d'anglès (n=54). L'anàlisi del nombre d'aprenents que participaven a les tasques va mostrar que a les sessions centrades en l’alumnat la participació dels estudiants va augmentar un 20% en comparació amb les sessions centrades en el docent. També vam detectar alguns reptes que ha suposat implementar l’enfocament basat en l’alumnat. Vam trobar especialment difícil assegurar una participació equitativa en grup, proporcionar el temps adequat per a les tasques, avaluar el treball individual i grupal i desenvolupar l’autonomia dels aprenents.

Paraules clau
Aprenentatge actiu, Aprenentatge cooperatiu, Treball en grup, Autonomia de l'alumnat, Participació a l’aula

Article Details

Com citar
Markina, Elena; Garcia Mollá, Alba. «Participació a classe d’anglès segons l’enfocament centrat en el professor o l’alumnat». Bellaterra: journal of teaching and learning language and literature, 2022, vol.VOL 15, núm. 3, p. e1007, doi:10.5565/rev/jtl3.1007.
Biografies de l'autor/a

Elena Markina, Universitat Autònoma de Barcelona

I am an associate lecturer at the Universitat Autònoma de Barcelona. I hold two Ph.D. degrees in Applied Linguistics. I have taught English for twelve years in different contexts (primary and secondary school, university, and in-company courses). Currently, I teach courses in academic writing and supervise master’s theses on CALL.

Alba Garcia Mollá, Codeworks

I am a software maintainer and lead instructor at Codeworks. I hold BA degree in Primary Education and MA degree in Teacher Training in Obligatory Secondary and Upper Secondary School Education. I had taught English for three years in private schools and language academies before I switched to software engineering.

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