21st Century Abilities for Language Classroom: Challenges and Opportunities

Authors

Fernando Manuel Peralta Castro (ed)
Universidad de Colima
https://orcid.org/0000-0001-5274-5838
Benjamín Gutiérrez Gutiérrez (ed)
Benemérita Universidad Autónoma de Puebla
https://orcid.org/0000-0003-2716-9108

Keywords:

Theory, essay, methods, teaching, learning, linguistics, language, education

Synopsis

Teaching/learning skills have been a constant topic for higher education programs, in which research looks for evidence of problems within language programs. This type of research makes it possible to find the reality that diverse academic units encounter within the institutions of higher learning. “21st Century Skills for the Language Classroom: Challenges and Opportunities” has the objective of strengthening teaching in the field of language teaching based on research and publishing of results, making it possible to obtain feedback in relation to the quality of the programs of different universities in Mexico.
This book is made up by research articles and reports dealing with teaching-learning, made by diverse professor-researchers from public universities which belong to the Network of Academic Groups in Foreign Languages (RECALE) and whose expertise in the field of Languages and concern in relation to quality indexes make it possible to reach said product. The content of the chapters will lead to topics related to learning skills, teaching and innovation, skills for life and work, and digital abilities.

Downloads

Download data is not yet available.

Author Biographies

Fernando Manuel Peralta Castro, Universidad de Colima

Fernando Manuel Peralta Castro has a bachelor’s degree in English Language and a master’s degree in Pedagogy from the University of Colima, a master’s degree in English Teaching from the University of Exeter, and a PhD in Modern Languages from the University of Southampton. He is a professor in the BA of Language Teaching and in the master’s degree in Medical Specialties. He has vast experience in Language Teaching working as a professor for over twenty years, in all three educational levels. He has also worked in the field of management as coordinator of English professors in the middle-high level and has participated as a counselor of the English program during various rectoral terms. His areas of interest are in research-action, language teaching, and teacher training. He has close to twenty manuscripts and research articles in prestigious specialized journals, both national and foreign, and has formed part of editorial and evaluation committees on various occasions.

Benjamín Gutiérrez Gutiérrez , Benemérita Universidad Autónoma de Puebla

Benjamín Gutiérrez Gutiérrez has a bachelor’s degree in Foreign Language Teaching, a master’s degree in Higher Education, and a PhD in Education. He is a professor-researcher in the BA in English Language Teaching and in the master’s degree in English Language Teaching at the Faculty of Languages of the Benemérita Universidad Autónoma de Puebla. He belongs to the basic nucleus of the PhD in Educational Research and Innovation at the Faculty of Philosophy and Letters of the BUAP. He is also a member of the National System of Researchers (SNI) at CONACyT and collaborates as a member of the Exams for Medical Residencies at a national level in the Federal Health Secretariat. He is president of the Network of Academic Groups in Foreign Languages (RECALE) at a national level. He has participated in research publications and projects at a national and international level and is the editor of the Mexican Journal of Materials Science and Engineering. He also participated as arbitrator in the Lenguas en contexto (Languages in Context) Journal and in the IKALA journal from Colombia.

References

Bahadur Khatri, N. (2016). Classroom Management in ELT. International Journal of English and Literature. Vol. 6, Issue 6, December 2016, pp. 79-84.

Bailey, F. (1996). The role of collaborative dialogue in teacher education. In D. Freeman & J.Richards (eds.), Teacher learning in language teaching (pp. 260-280). Cambridge University Press.

Berliner, D. C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teachers' thinking (p. 60-83). London: Cassell.

British Council (2017) Teaching for Success. Continuing Professional Development (CPD) framework for Teacher Educators.

Burns, A. (2005). Action Research: an evolving paradigm? Language Teaching, 38 (2), pp. 57-74. https://doi.org/10.1017/S0261444805002661

Clift, R.T.; Houston W.R. and Pugach M.C. (eds.) (1990). Encouraging Reflective Practice in Education: An Analysis of Issues and Programs. New York: Teachers College.

Crooks, G. (2003). A practicum in TESOL: Professional development though teaching practice. Cambridge: Cambridge University Press.

Farrell, T.S.C. (2008). Reflective Practice in the Professional Development of teachers of Adult English Language Learners. CAELA Network, pp. 1-3.

Farrell, T.S.C. (2012). Reflective Practice: (Re) Visitng Dewey and Schön. TESOL Journal, volume 3 (1) pp. 7-16. https://doi.org/10.1002/tesj.10

Farrell, T.S.C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York, NY: Routledge. https://doi.org/10.4324/9781315775401

Fullan, M. and Hargreaves, A. (1992). What's worth fighting for in your school. United Kingdom: Open University Press

Godínez, J.M. (2018). How effective is collaborative Reflective Practice in enabling cognitive transformation in English language teachers? Reflective Practice Journal - Taylor and Francis Online. Volume 19 (4) pp. 427-246. https://doi.org/10.1080/14623943.2018.1479688

Pavlenko, A. (2007). Autobiographic Narratives as Data in Applied Linguistics. Applied Linguistics, 28 (2), pp. 163-188. https://doi.org/10.1093/applin/amm008

Pennington, M. (1995). The teacher change cycle'. TESOL Quarterly 29 (4) pp. 705-731. https://doi.org/10.2307/3588171

Richards, J.C. and Lockhard, C. (1994). Reflective teaching. New York: Cambridge University Press.

Ritzer, G. (1993). The McDonaldization of society. Los Angeles: Sage Publications.

Schrange, M. (1990). Shared Minds. New York: Random House.

Scrivener, J. (2005). Learning Teaching: A Guidebook for English language teachers (2nd ed.) Oxford: Macmillan.

Slimani-Rolls, A. and Kiely, R. (2014). We are the change that we seek: developing teachers' understanding of their classroom practice. Innovations in Education and Teaching International. Routledge Taylor and Francis Groups 51 (4), pp. 425-435 https://doi.org/10.1080/14703297.2014.894328

Wallace, M. J. (1998). Action research for language teachers. Cambridge.

Baker, E.W. & Hill, S. (2017). Investigating student resistance and student perceptions of course quality and instructor performance in a flipped information systems classroom. Information Systems Education Journal, 15(6). 17-26. Retrieved January 20, 2020, from https://files.eric.ed.gov/fulltext/EJ1151896.pdf

Bates, S. & Galloway, R. (12/04/12-13/04/12). The inverted classroom in a large enrolment introductory physics course: a case study [Paper presented]. HEA STEM Conference, London, United Kingdom. Retrieved January 18, 2020, from https://www2.ph.ed.ac.uk/~rgallowa/Bates_Galloway.pdf

Berg, B. L. (2009). Qualitative research methods for the social sciences (7th edition). Pearson Education, Inc.

Christiansen, A. (2014). Inverted teaching: Applying a new pedagogy to a university organic chemistry class. Chemistry Education, 91, 1845-1850. https://doi.org/10.1021/ed400530z

Chuang, H.; Weng, C. & Chen, C. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49, pp. 56-68. https://doi.org/10.1111/bjet.12530

Elmaadaway, M.A.N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. British Journal of Educational Technology, 49(3): 479-491. https://doi.org/10.1111/bjet.12553

Estes. M. D.; Ingram, R. & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7).

Retrieved February 4, 2020, from: https://www.hetl.org/feature-articles/a-review-of-flipped-classroom-research-practice-and-technologies

Findlay-Thompson, S. & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71. Retrieved February 10, 2020, from https://ssrn.com/abstract=2331035

Gibbs, A. (1997). Focus Groups. Social Research Update, 19, Winter, Department of Sociology, University of Surrey. Retrieved February 2, 2020, from http://sru.soc.surrey.ac.uk/SRU19.html

Grypp, L. & Luebeck, J. (2015). Rotating solids and flipping instruction. Mathematics Teacher, 109(3), 186-193. https://doi.org/10.5951/mathteacher.109.3.0186

Han, J. Y. (2015). Successfully Flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(1): 98-109. Retrieved February 10, 2020, from: http://journal.nystesol.org/jan2015/Han_98-109_NYSTJ_Vol2Iss1_Jan2015.pdf

Hao, Y.W. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computer in Human Behavior, 59, pp. 82-92. https://doi.org/10.1016/j.chb.2016.01.032

Kim, J. & Park, H. (2017). Exploring flipped classroom effects on second language learners' cognitive processing. Foreign Language Annals, 50(2): 260-284. https://doi.org/10.1111/flan.12260

Lankshear, A. J. (1993). The use of focus groups in a study of attitudes to student nurse assessment. Journal of Advanced Nursing, 18, 1986-89. https://doi.org/10.1046/j.1365-2648.1993.18121986.x

Lo, C.K. & Hew, K.F. (2017). A critical review of flipped classroom challenges in k-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4). https://doi.org/10.1186/s41039-016-0044-2

Long, T.; Cummins, J. & Waugh, M. (2019). Investigating the factors that influence higher education instructors' decisions to adopt a flipped classroom instructional model. British Journal of Educational Technology, 50, 2028-2039. https://doi.org/10.1111/bjet.12703

McLaughlin, J. E.; Griffin, L. M.; Esserman, D. A.; Davidson, C. A.; Glatt, D. M.; Roth, M. T.; Gharkholonarehe, N. & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9): 196. https://doi.org/10.5688/ajpe779196

McNally, B.; Chipperfield, J. & Dorsett, P. (2017). Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education, 73, 281-298. https://doi.org/10.1007/s10734-016-0014-z

Morgan, D. L. (1997). Focus groups as qualitative research. Sage. Persky, A.M. & McLaughlin, J.E. (2017). Troubleshooting the flipped classroom in medical education: Common challenges and lessons learned. Medical Science Educator, 28, 235-241. https://doi.org/10.1007/s40670-017-0505-2

Rotellar, C. & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2): 34. https://doi.org/10.5688/ajpe80234

Sarawagi, N. (2014). Flipped CS0 classroom: Applying Bloom's taxonomy to algorithmic thinking. Journal of Computing Sciences in Colleges, 29, 21-28. https://dl.acm.org/doi/10.5555/2602724.2602731

Smith, K.A.; Sheppard, S.D. & Johnson, D.W. (2005). Pedagogies of engagement: classroom-based practices. Journal of Engineering Education, 94, 87-10. https://doi.org/10.1002/j.2168-9830.2005.tb00831.x

Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation, Ohio State University). Retrieved January 16, 2020, from http://faculty.washington.edu/rvanderp/DLData/FlippingClassDis.pdf

Sun, Z.; Xie, K. & Anderman, L. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, pp. 41-53. https://doi.org/10.1016/j.iheduc.2017.09.003

Webb, M. & Doman, E. (2016). Does the flipped classroom lead to increased gain on learning outcomes in ESL/EFL contexts? The CATESOL Journal, 28(1): 39-67. Retrieved February 2, 2020, from: https://doi.org/10.5070/B5.36040

Amengual, P. M. & García, L. J. (2017). Analysing Test-Takers' Views on a Computer-Based Speaking Test. PROFILE: Issues in Teachers' Professional Development, 19(1): 23-38. https://doi.org/10.15446/profile.v19n_sup1.68447

Bresnihan, B.D. & MacAuley, M. (2014). An Integrated Approach: four Skills, not one and one content, not four. MEXTESOL Journal, 38(3): 1-14. http://www.mextesol.net/journal/index.php?page=journal&id_article=560&resalta=assessment

Carless, D.; Joughin, G. & Liu, N. F. (2006). How assessment supports learning: Learning-oriented assessment in action (Vol. 1). Hong Kong University Press. https://doi.org/10.5790/hongkong/9789622098237.001.0001

Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1): 57-66. https://doi.org/10.1080/14703290601081332

Carless, D. (2017). Students' Experiences of Assessment for Learning. In D. Carless et al. (eds), Scaling up assessment for learning in higher education (pp. 113-126). Springer. https://doi.org/10.1007/978-981-10-3045-1_8

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Sage Publications.

De la Barra, E.; Veloso, S. & Maluenda, L. (2018). Integrating assessment in a CLIL-based approach for second-year university students. PROFILE: Issues in Teachers' Professional Development, 20(2): 111-126. https://doi.org/10.15446/profile.v20n2.66515

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.

Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. Routledge.

https://doi.org/10.4324/9780203864739

Earl, L. & Katz, S. (2013). Getting to the Core of Learning: Using Assessment for Self-Monitoring and Self-Regulation. In M. Mo Ching Mok (ed.). Self-directed learning-oriented assessments in the Asia-Pacific (pp.123-128). https://doi.org/10.1007/978-94-007-4507-0_7

Gerring, J. (2009). Case study research: Principles and practices. Cambridge Univ. Press.

Gómez-Ruiz, M.; Rodríguez-Gómez, G. & Ibarra-Sáiz, M. (2013). Development of basic competences of students in Higher Education through Learning Oriented e-Assessment. RELIEVE, v. 19 (1), art. 1. https://doi.org/10.7203/relieve.19.1.2609

Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1): 81-112. https://doi.org/10.3102/003465430298487

Hattie, J. & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Routledge. https://doi.org/10.4324/9781315885025

Hill, J. & West, H. (2020) Improving the student learning experience through dialogic feed-forward assessment. Assessment & Evaluation in Higher Education, 45(1): 82-97, https://doi.org/10.1080/02602938.2019.1608908

Ho, C. M.; Leung, A. W. C.; Mok, M. M. C. & Cheung, P. T. M. (2013). Informing Learning and Teaching Using Feedback from Assessment Data: Hong Kong Teachers' Attitudes Towards Rasch Measurement. In M. M. C. Mok, (Ed.). Self-directed Learning Oriented Assessments in the Asia-Pacific, pp. 311-334. New York: Springer. ISBN 978-94-007-4506-3. https://doi.org/10.1007/978-94-007-4507-0_17

Kalyuga, S. (2013). Rapid Dynamic Assessment for Learning. In M. Mo Ching Mok (ed.). Self-directed learning-oriented assessments in the Asia-Pacific (pp.43-60). https://doi.org/10.1007/978-94-007-4507-0_3

Lam, D. (2019). Enhancing learning-oriented feedback for Cambridge English: First paired interactions. Research Notes, Cambridge Assessment English, UCLES Issue 75, https://www.cambridgeenglish.org/Images/555679-research-notes-75.pdf

Lynam, S. & Cachia, M. (2018). Students' perceptions of the role of assessments at higher education. Assessment and Evaluation in Higher Education, 43(2): 223-234, https://doi.org/10.1080/02602938.2017.1329928

Looney, J. (2008). Teaching, Learning and Assessment for Adults: Improving foundation skills. OECD Organisation for Economic Co-operation and Development. ISBN-978-92-64-03990-2.

May, L.; Nakatsuhara, F.; Lam, D. & Galaczi, E. (2019). Developing tolos for learning oriented assessment of interactional competence: Bridging theory and practice. Language Testing. https://doi.org/10.1177/0265532219879044

Merriam, S. B. & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.

Nakatsuhara, F., May, L., Lam, D. & Galaczi, E. (2018). Learning Oriented Feedback in the Development and Assessment of Interactional Competence. Research Notes, Cambridge Assessment English Funded Research Programme 2016 UCLES Issue 70, ISSN: 1756-509X.

OECD Organisation for Economic Co-Operation and Development. (2005). Formative assessment: improving learning in secondary classrooms. Center for Educational Research and Innovation. ISBN-92-64-00739-3.

Rodríguez-Gómez, G.; Ibarra, M.; Gallego-Noche, B.; Gómez-Ruiz, M. & Quesada- Serra, V. (2012). Student voice in learning assessment: a pathway not yet developed at university. RELIEVE, v. 18(2), art. 2. https://doi.org/10.7203/relieve.18.2.1991

Silverman, D. (2014). Interpreting qualitative data: Methods for analysing talk, text and interaction. Sage Publications.

Tzuriel, D. (2013). Dynamic Assessment of Learning Potential. In M. Mo Ching Mok (ed.), Self-directed learning-oriented assessments in the Asia-Pacific (pp. 235-256). https://doi.org/10.1007/978-94-007-4507-0

Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.

Aliane, N.; Bemposta, S.; Fernández, J. y Egido V. (2007). Una experiencia práctica de aprendizaje basado en proyecto en una asignatura de robótica. Recuperado de http://bioinfo.uib.es/~joemiro/aenui/procJenui/Jen2007/alunae.pdf.

Bandura, A. (2008). Social cognitive theory of mass communication. In J. Bryant & M. B. Oliver (eds.), Media Effects: Advances in Theory and Research (pp. 94-124). New York, NY: Routledge.

Becerril Bustamante. J.C. (2018). Vocabulario técnico-científico de robótica móvil [Tesis de Licenciatura]. Universidad Autónoma del Estado de México.

Bravo, F. y Forero, A. (2012). La robótica como un recurso para facilitar el aprendizaje y desarrollo de competencias generales. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 13(2): 120-136. Recuperado de https://doi.org/10.14201/eks.9002

Brophy, S.; Biswas, G.; Katzlberger, T.; Bransford, J. y Schwartz, D. (1999). Teachable agents: Combining insights from learning theory and computer science. En International conference of artificial intelligence in education, Le Mans, France. Recuperado de https://www.researchgate.net/publication/2541283_Teachable_Agents_Combining_Insights_from_Learning_Theory_and_Computer_Science

Butler, D. (2019). ¿Cómo es el aprendizaje en el siglo XXI? Recuperado de https://education.microsoft.com/GetTrained/21CLD-1_la. St.Patrick's College. Dublin City University, Ireland.

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge: MIT. https://doi.org/10.21236/AD0616323

Da Silva Gómez, M. y Signoret, A. (2005). Temas sobre la adquisición de una segunda lengua. 2ª ed. México: Trillas.

Deci, E. y Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, v. 49, n. 3, pp. 182-185. https://doi.org/10.1037/a0012801

Del Mar, A. (2006). Planificación de actividades didácticas para la enseñanza y aprendizaje de la ciencia y tecnología a través de la Robótica Pedagógica con enfoque CTS. Universidad Católica Andrés Bello, Caracas. Recuperado de http://biblioteca2.ucab.edu.ve/anexos/biblioteca/marc/texto/AAQ6345.pdf.

García Hernández, L. y Trujillo, J.R. (2018, abril 18). Vocabulario técnico-científico - Robot Noelle, Ginecología. [Ponencia], 2do Foro de Competencia Lingüística, Facultad de Lenguas UAEMex, Toluca Estado de México.

Garza, R. M. y Leventhal, S. (2004). Aprender cómo aprender. 3ª ed. México: Trillas.

Hernández Sampieri, R.; Fernández Collado, C. y Baptista Lucio, M. d. (2014). Metodología de la investigación. México: McGraw-Hill.

Hymes, D. (1972). On communicative competence. En (eds.), Sociolinguistics. Londres: Penguin Books.

Hudlicka, E.; Becker-Asano, C.; Payr, S.; Fisher, K. y Ventura, R. (2009). Social interaction with robots and agents; Where do we stand, Where do we go? En 3rd International Conference on Affective Computing and Intelligent Interaction and Workshops, September, 2009. ACII 2009 (pp. 1-6). Amsterdam, Netherlands: IEEE. https://doi.org/10.1109/ACII.2009.5349472

Kanda, T.; Shimada, M. y Koizumi, S. (2012). Children learning with a social robot. HRI '12: Proceedings of the seventh annual ACM/IEEE international conference on Human-Robot Interaction, March 2012 (pp. 351-358), https://doi.org/10.1145/2157689.2157809

Kidd, C. y Breazeal, C. (2004). Effect of a robot on user perceptions. 2004 IEEE/RSJ International conference on intelligent robots and systems. 4. 3559-3564 vol. 4. https://doi.org/10.1109/IROS.2004.1389967

Kim, Y.; Smith, D. y Thayne, J. (2016). Designing tools that care: The Affective Qualities of Virtual Peers, Robots and Videos, Capítulo 6. En S. Y. Tettegah & M. Gartmeier (eds.), Emotions, Technology Design and, Learning (pp. 115-130). UK: Elsevier Inc. https://doi.org/10.1016/B978-0-12-801856-9.00006-2

Leite, I.; Castellano, G.; Pereira, A.; Martinho, C., y Paiva, A. (2012). Modelling emphatic behaviour in a robotic game companion for children; an ethnographic study in real world settings. En Proceedings of the seventh annual ACM/IEEE international conference on Human-Robot Interaction, March 2012 (pp. 367-374). https://doi.org/10.1145/2157689.2157811

Llorénz Báez, L.; Espinoza Díaz, Y. y Castro Murillo, M.L. (2013). Criterios de un modelo de diseño instruccional y competencia docente para la educación superior escolarizada a distancia apoyada TICC. Redalyc-Revista electrónica Sinéctica, julio-diciembre, pp. 1-21.

Microsoft Educator Center (2019). 21st Century Learning Design. Disponible en https://education.microsoft.com/en-us/learningPaths

Microsoft Education Team (2017). Measuring innovative teaching and learning: Introducing the School Transformation Survey. Recuperado de https:// educationblog.microsoft.com/en-us/2017/02/school-transformation-survey/

Microsoft Partner in Learning (2011). 2011 Findings and Implications. Disponible en https://www.european-agency.org/sites/default/files/itlresearh2011findings.pdf

Ruiz Zamora, U.; Trujillo, J.R. y Becerril, J.C. (2018, noviembre 7). Enseñanza del inglés por medio de la robótica móvil. [Conferencia], Semana de la Ciencia y la Tecnología Conacyt, Toluca Estado de México.

Rusk, N.; Resnick, M.; Berg, R., y Pezalla-Granlund, M. (2008). New pathways into robotics: Strategies for broadening participation. Journal of Science Education and Technology, 17(1): 59-69. https://doi.org/10.1007/s10956-007-9082-2

Saerbeck, M., Schut, T., Bartneck, C., & Janse, M. (2010). Expressive robots in education - Varying the degree of social supportive behavior of a robotic tutor. Proceedings of the 28th ACM Conference on Human Factors in Computing Systems (CHI2010), Atlanta, pp. 1613-1622. https://doi.org/10.1145/1753326.1753567

Shin, N. y Kim, S. (2007). Learning about, from, whith Robots: Student's perspectives. Robot and human interactive communication, 2007. RO-MAN 2007. The 16th IEEE international symposium on IEEE, August (pp.1040-1045). https://doi.org/10.1109/ROMAN.2007.4415235

Solomon, R.C. (2008). The philosophy of emotions. En M. Lewis, J.M. Haviland- Jones y L.F. Barret (eds.), The handbook of emotions (3ra ed., pp. 3-15). London: Guildford Press.

Tettegah, S.Y. y Gartmeier, M. (eds.) (2016). Emotions, Technology Design and, Learning. UK: Elsevier Inc. https://doi.org/10.1016/C2014-0-01127-6 https://doi.org/10.1016/C2014-0-01127-6

Trujillo, J.R.; Lira, S. y Becerril, M.L (2014). Informe Académico SIEA -33922013. Toluca, México: SIEA UAEMex.

Arnaiz, P. (1999). Currículum y atención a la diversidad. Recuperado el 27 de septiembre de 2020 en: http://campus.usal.es/~inico/investigacion/jornadas/jornada3/actas/conf2.pdf

Asociación Calma. (2004). Guía para la atención educativa del alumnado con trastorno por déficit de atención con hiperactividad, pp. 5-31. España:

Consejería de Educación, Ciencia y Tecnología. Recuperado el 10 de octubre de 2012 en: http://recursos.educarex.es/pdf/recursos-diversidad-DGCEE/guiadefhiper.pdf

Bravslasky, B. (2005). Enseñar a entender lo que se lee, la alfabetización en la familia y en la escuela. Recuperado el 15 de febrero de 2013 en: http://terras.edu.ar/jornadas/104/biblio/104Estrategias-para-lacomprension-activa.pdf

Cámara de Diputados del H. Congreso de la Unión (2012). Ley General de Educación, art. 61. Recuperado de : http://www.diputados.gob.mx/LeyesBiblio/pdf/LGE_300919.pdf

Chomsky, N. (2002). Sobre la naturaleza y el lenguaje. Cambridge. Recuperado 15 de febrero de 2013 en: http://books.google.es/books?hl=en&lr=&id=5Vgulnf6nBgC&oi=fnd&pg=PA7&dq=tesis+sobre++lenguaje&ots=ubbgW-gXOv&sig=GJeQn9WtK8F-91EvTMsXwUlLWGE#v=onepage&q=tesis%20sobre%20%20lenguaje&f=false

González, E. (2006). Trastorno de déficit de atención e hiperactividad en el salón de clases. Memoria para optar al grado de doctor. Universidad Complutense de Madrid. Recuperado el 5 de febrero de 2013 en: http://pendientedemigracion.ucm.es/BUCM/tesis/fsl/ucm-t%2029215.pdf

Hernández Sampieri, R.; Fernández, C y Baptista, P. (2010). Metodología de la investigación (5ta ed.). Perú: Mc Graw Hill.

Mena, B.; Nicolau, R.; Salat., L.; Almeida, P. y Romero, B. (2006). Guía Práctica para educadores tdah, trastorno por déficit de atención con o sin hiperactividad, pp. 3-74. : Mayo Ediciones. Recuperado el 15 de septiembre de 2012 en: http://www.postadopcion.org/pdfs/GUIApracticaTDAH.pdf

Mendoza, M. (2003). ¿Qué es el trastorno por déficit de atención? una guía para padres y maestros. 1ra. Edición. México: Ed. Trillas.

Programa Nacional de Inglés en Educación Básica. (2010). Asignatura Estatal: lengua adicional Inglés. Fundamentos curriculares. México: SEP.

Programa Nacional de Inglés en Educación Básica. (2010). Asignatura Estatal: lengua adicional Inglés. Programas de estudio 2010. Ciclo 2. México: SEP.

Sacristán, J. (2010). ¿Qué significa el currículum? Recuperado el 27 de septiembre de 2020 en: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-109X2010000100009

Secretaría de Educación Pública. (2011). Plan de Estudios 2011, Educación Básica. 1ra edición. Recuperado en: http://www.gob.mx/cms/uploads/attachment/file/20177/Plan_de_Estudios_2011_f.pdf

Secretaría de Educación Pública (2017). Aprendizajes clave para la educación integral lengua extranjera. Inglés. Educación básica. Ciudad de México. México. Ed. Ultra

Unesco. (1990) Conferencia Mundial sobre Educación Para Todos, Jomtien, Tailandia, Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, p. 3. Recuperado el 10 de septiembre de 2012 en: http://unesdoc.unesco.org/images/0012/001275/127583s.pdf

Unesco. (1994) Conferencia Mundial sobre Necesidades Educativas Especiales, Acceso y Calidad, Salamanca, España. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, p. 8. Recuperado el 10 de septiembre de 2012 en: http://www.unesco.org/education/pdf/SALAMA_S.PDF

Vásquez, J.; Cárdenas, E.; Feria, M.; Benjet, C.; Palacios, L. y De la Peña, F., (2010). Guía clínica para el trastorno por déficit de atención e hiperactividad. Guías Clínicas Para la Atención de Trastornos Mentales, pp. 5-38. Ed. Shoshana Berenzon. Instituto Nacional de Psiquiatría "Ramón de la Fuente". México. Recuperado el 15 de septiembre de 2012 en: http://www.inprf.gob.mx/opencms/export/sites/INPRFM/psicosociales/archivos/guias/guia_tdah.pdf

Arias Gómez, M. L.; Arias Gómez, E.; Arias Gómez, J.; Ortiz Molina, M. M. y Garza García, M. G. C. (2018). Perfil y competencias del docente universitario recomendados por la UNESCO y la OCDE. Revista Atlante: Cuadernos de Educación y Desarrollo (junio 2018). En línea: https://www.eumed.net/rev/atlante/2018/06/competenciasdocente-universitario.html//hdl.handle.net/20.500.11763/atlante-1806competencias-docente-universitario

Contreras, J. L.. 2011. Formación de competencias: tendencias y desafíos en el siglo XXI. Universitas 15. Julio/diciembre, pp. 109-138. https://doi.org/10.17163/uni.n15.2011.04

Fandiño, Y. J. (2013). 21st Century Skills and the English Foreign Language Classroom: A Call for More Awareness in Colombia. GIST - Education and Learning Research Journal, (7): 190 - 208. Retrieved from https://latinjournal.org/index.php/gist/article/view/622

García, M. (2006). Las competencias de los alumnos universitarios. Revista Interuniversitaria de Formación del Profesorado, 20(3): 253-269. ISSN 0213-8464, vol. 20, núm. 3. Universidad de Zaragoza, Zaragoza, España. En: http://www.redalyc.org/articulo.oa?id=2741131101

González, V. y González, R. (2008). Competencias genéricas y formación profesional: un análisis desde la docencia universitaria. Revista Iberoamericana de Educación, No. 47: mayo-agosto. ISSN: 1022-6508 https://doi.org/10.35362/rie470710

Ledward, B. C. y Hirata, D. (2011). An overview of 21st century skills. Summary of 21st century skills for students and teachers. Honolulu: Kamehameha Schools-Research & Evaluation.

Scott, C.L. (2015). El futuro del aprendizaje 2 ¿Qué tipo de aprendizaje se necesita en el siglo XXI? Investigación y Prospectiva en Educación. UNESCO, París [Documentos de Trabajo ERF, No. 14].

Sin autor. (16 enero 2020) Las habilidades laborales más demandadas por reclutadores. En: https://noticias.universia.net.co/en-portada/noticia/2014/03/07/1086470/cuales-son-aptitudes-laborales-mas-valoradas-empresas.html recuperado el 20 de febrero 2020. Sitio web: http://universia.net.co

Vargas, J. (2001) Las reglas cambiantes de la competitividad global en el nuevo milenio. Las competencias en el nuevo paradigma de la globalización. En: Revista Iberoamericana de Educación "De los lectores". OEI. http://www.oei.es (ISSN: 1681-5653).

Vargas, R. (2017) La importancia de la selección por competencias para el reclutamiento. Revista Tiempo de opinión. Año 8, No. 10, Registro de Proyecto Editorial N.º 21501401501323. En: www.esa.edu.pe/publicaciones

Ahmad, I. S.; Al-Shboul, M.M.; Nordin, M.S.; Rahman, Z.A.; Burhan, M. y Mardasha, K.B. (2013). The potential sources of foreign language reading in a Jordanian EFL context: A theoretical framework. English Language Teaching, 6(11): 89-110. https://doi.org/10.5539/elt.v6n11p89

Castro Pérez, M., & Morales Ramírez, M. (2015). Classroom Environments That Promote Learning from the Perspective of School Children. Revista Electrónica Educare, 19(3): 1-32. https://doi.org/10.15359/ree.19-3.11

Díaz Barriga, F. (2010) Estrategias docentes para un aprendizaje significativo. FDB Arceo. McGraw-Hill Internacional. México.

García, J. (2015). La evaluación en la enseñanza del inglés como lengua extranjera: hallazgos en la Escuela Normal de Atlacomulco. Revista de Educación y Desarrollo, 32, enero-marzo.

García, M; Hernández, M y Ochoa, M. (2016) Validación y confiabilidad del "Foreign Language Classroom Anxiety Scale" (flcas) en el idioma español hablado en México y aplicado a estudiantes mexicano. Revista EDUCATECONCIENCIA, volumen 12, No. 13. ISSN: 2007-6347. Tepic, Nayarit, México. https://doi.org/10.58299/edu.v12i13.180

Horwitz, E.K.; Horwitz, M.B. y Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2): 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Krashen, S. (1982). Second Language Learning. University of Southern California.

MacIntyre, P.D. & Gardner, R.C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39(2): 251-275. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x

Oxford, R. (1990). Language Learning Strategies. What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.

Sevinç, Y. y Dewaele, J-M. (2016). Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands. International Journal of Bilingualism. https://doi.org/10.1177/1367006916661635

Su, T. (2016). Theory and Practice in Language Studies, Vol. 6, No. 2, pp. 439- 444, February 2016. https://doi.org/10.17507/tpls.0602.29

Spielberger, R.; Gorsuch, R. y Lushene, R. (2015) Cuestionario de ansiedad Estado Rasgo. Tea editores. Madrid 2015.

Álvarez, C. (2012). Los principios de procedimiento en el diseño curricular: clave de mejora de las relaciones teoría-práctica en educación. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, volumen 10, número 4. https://doi.org/10.15366/reice2012.10.4.002

Arcos, E; Molina, I.; Fecci, E.; Zúñiga, Y.; Márquez, M. y Ramírez M. (2006). Descubriendo el género en el currículo explícito (currículo formal) de la educación de tercer ciclo. Universidad Austral de Chile. Recuperado de: https://doi.org/10.4067/S0718-07052006000100003

Benítez, A. (2010). Estrategia metodológica para el desarrollo de la habilidad de expresión oral en Inglés, para estudiantes de 4to año de Medicina de la Universidad Médica "Dr. Ernesto Che Guevara de la Serna" de Pinar del Río. Universidad de Ciencias Pedagógicas "Rafael María de Mendive Pinar del Río".

Casarini, M. (2010). Teoría y diseño curricular. Editorial Trillas. México.

Girón, O. (2019). Currículum de la Educación Superior. Consultado el día 10 de enero de 2020 en https://issuu.com/olindaninet310/docs/10._libro_electronico_curriculum

Grundy. S. (1991). Producto o praxis del currículo. Madrid: Morata.

Hernández-Sampieri, R. y Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. México: Editorial Mc Graw Hill Education. ISBN: 978-1-4562-6096-5. https://doi.org/10.17993/CcyLl.2018.15

Instituto Cervantes. Centro Virtual Cervantes. Diccionario de términos clave de ELE. Recuperado de: https://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/curriculo.htm

Navarro, M. (2018). Valoración de la competencia comunicativa del inglés: estudio de caso en la Facultad de Geografía. Revista RedCA, Vol. 1, Núm. 1, pp. 11-53.

Picardo, J. (2005). Diccionario pedagógico. El Salvador: UPAEP. ISBN 326-2004.

Rodríguez, O.; Ledo, M. y Hernández, Y. (2011). Exigencias de un enfoque profesionalizado en la enseñanza aprendizaje del inglés para maestros en formación de la especialidad de Lengua Inglesa. Revista Transformación, 7 (1): 37-43.

Secretaría de Educación Pública (2017). Modelo Educativo Escuelas Normales: Estrategia de Fortalecimiento y Transformación de las escuelas normales. Recuperado de: https://www.dgespe.sep.gob.mx/public/estrategia_fortalecimiento/070618-estrategia_de_fortalecimiento_y_transformacion_de_escuelas_normales.pdf

Secretaría de Educación Pública. (2018). Orientaciones curriculares para los cursos de inglés: Plan de estudios 2019. Recuperado de: https://www.ceviedgespe.com/documentos/1028c.pdf

Secretaría de Educación Pública. (2018). Licenciatura en Educación Primaria. Programa del curso de inglés: Formándose como comunicadores independientes. Plan de Estudios 2018. Recuperado de: https://www.ceviedgespe.com/documentos/1028c.pdf

Verdecia, A.; Ferrer, E. y Fiol, A. (2016). El inglés con fines profesionales en el contexto de ingeniería eléctrica: un proceso centrado en la comunicación. Revista Electrónica Formación y Calidad Educativa. Vol. 4, Núm. 3, pp. 109-120.

Book cover with a dark blue background and glowing graphic elements that evoke technology and data. At the top appears the title “21st Century Abilities for the Language Classroom: Challenges and Opportunities,” preceded by the Spanish title. Below appear the names of the coordinators Fernando Manuel Peralta Castro and Benjamín Gutiérrez Gutiérrez. At the lower left, a modern classroom chair with an attached desk is shown. In the background, luminous lines and dots suggest digital connectivity. At the bottom appears the publisher “University of Colima”.

Downloads

Published

July 9, 2021

Details about this monograph

ISBN-13 (15)

978-607-8549-98-6

How to Cite

Peralta Castro, F. M., & Gutiérrez Gutiérrez , B. . (2021). 21st Century Abilities for Language Classroom: Challenges and Opportunities. University of Colima. https://www.libros.ucol.mx/index.php/dgp/catalog/book/255