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21ST CENTURY SKILLS IN THE

FOREIGN LANGUAGE CLASSROOM


• English Language Teaching Experience

Wilmer Collaguazo Vega


INTRODUCTION
• The potential of teaching and learning foreign
language with technology has been well
documented in previous studies. [e.g., Egbert, Paulus,
&Nakamichi, 2002; Kessler,2006; Warschauer &Meskill, 2000; Zhao, 2003).]

– What is the best way to integrate practice with


skills needed for success in today´s world into our
language classrooms?

Queer Sci Fi. (2015) Writing Dialects and Accents. [Imagen] Recuperado de: https://queerscifi.com/writing-dialects-and-accents/
• Technology is changing our world. Routine
knowledge and skills are being automated,
digitized and outsourced.
• What are the 21st century skills?
– Among many definitions, the most common
always brings the mind back to the 4 C’s.

https://medium.com/future-of-learning/21st-century-skills-have-always-been-needed-skills-but-now-we-need-them-more-than-ever-2dbd5e44ffda
• The world has changed
– Over the past 17 years, the world has changed for
our students. The students of today have been
exposed to more media than any previous
generation.
• So, what’s the problem?
•The problem is, our
classes haven’t
changed yet.
https://www.larepublica.ec/blog/sociedad/2016/07 https://lahora.com.ec/noticia/1101564123/ms-de-
/04/ecuador-completa-la-vuelta-de-estudiantes-a- 50-alumnos-por-aula
las-aulas-afectados-por-el-sismo/

https://www.lahora.com.ec/esmeraldas/noticia/1102160559/faltan-aulas-para-demanda-de-estudiantes-universitarios
• For too many of our students , «boring» has
become the adjective of choice to describe
their experiences in the classroom.
http://www.hablemosdemarcas.com/estadisticas-digitales-ecuador-2018/
• Communication and Collaboration
– Our classrooms should strive to reflects an
environment in which students are comfortable
sharing their ideas with one other and with
external partners as well.
• Studets of today enter an increasingly globalized world
in which technology plays a vital role. They must be
good communicator, as well as great collaborators…
[Pearlman, n.d., n.p.]
– Demonstrate the ability to work effectively and
respectfully with diverse teams.
– Exercise flexibility and willingness to be helpful in
making necessary compromises to accomplish a
common goal.
– Assume shared responsibility for collaborative
work, and value the individual contributions by
each team member.
– Articulate thoughts and ideas effectively using
oral, written and nonverbal communication skills
in a variety of forms and contexts.
– Use communication for a wide range of purposes.
– Communicate effectively in diverse environments
(including multilingual)
• Creativity and Innovation
– Most classrooms can be described as rigid,
traditional, even boring and that is not the
environment where creativity and innovation
typically flourish.
• A creative mindset is in increasingly high demand:
employers are vying for workers who are able to dream
big and deliver big with the next must-have products.
[n.p.]
– Think creatively
• Use a wide range of idea creation techniques
(brainstorming)
• Be open and responsive to new and diverse
perspectives
– It is important that students :
• Have enough knowledge about the content to generate
ideas.
• Examine the situation or problem from multiple
perspectives.
• Create solutions or ideas based on the identified needs.
• Explain their ideas or solutions to others.
• Critical thinking and Problem solving
– For several years, there has been an assumption
on the part of parents and teachers that our
children aren’t learning as much as they used to.
• Kids are going to need to be fluent in technology.
They’re going to need to be excellent at
communication. They’re going to need to be problem
solvers. That’s just the way the world is now. [Dretzin,
2010]
– Reason effectively
• Use various types of reasoning that are appropriate to
the situation.
• Interpret information and draw conclusions based on
the best analysis.
• Reflect critically on learning experiences processes.
• Thinking processes and skills students need to
use the 21st century skills in meaningful ways.
– Learners attitude and motivation to learn.
– Thoughtful engagement.
– Effective use of technology.
– Life and career skills.
– To become an effective problem solver, students must:
• Ask questions to deepen understanding and gain
information about the problem.
• Frame the problem accurately.
• Evaluate information in terms of its usefulness and
credibility.
• Analyze information about potential solutions.
• Evaluate the potential consequences of a proposed solution.
• Select the best solution and put in into action.
BIBLIOGRAFÍA
• Alvira Martín, F. (2011). La encuesta: una perspectiva general metodológica. Madrid, España: CASLON, S. L.
• Barreto Zambrano, L. D. (2011). Univerisad Ténica de Manabí. Obtenido de http://repositorio.utm.edu.ec/:
http://repositorio.utm.edu.ec/bitstream/50000/11505/1/CEPGDIE_201100098.pdf
• Bartolí Rigol, M. (2005). Universidad de Barcelona. (R. LOZANO, C. BUSTO BARCOS, C. FÉRRIZ MARTÍNEZ, D.
FONT ROTCHÉS, E. ELGSTRöM MISOL, & T. MARBà MAS, Edits.) Obtenido de http://www.ub.edu/:
http://www.publicacions.ub.edu/revistes/phonica1/PDF/articulo_02.pdf
• Cantero Serena, J. (1994). Centro Virtual Cervantes. (J. SÁNCHEZ LOBATO, & I. SANTOS GARGALLO, Edits.)
Obtenido de cvc.cervantes.es/:
http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/04/04_0247.pdf
• Castillo Sánchez, M. (2004). Guía para la formulación de proyectos de investigación. (J. V. Joven Nuñez, Ed.)
Bogotá, Colombia: Cooperativa Editorial Magisterio.
• Cledera Adelfa, S. (Agosto de 2009). Central Sindical Independiente y de Funcionarios. Obtenido de
http://www.csi-csif.es/: http://www.csi-
csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_21/SARA_CLEDERA_ADELFA01.pdf
• García, S. (2002). Biblioteca electrónica SciELO. Obtenido de http://www.scielo.org.ve/scielo.php?lng=es:
http://www.scielo.org.ve/scielo.php?pid=S0798-97922002000200006&script=sci_arttext
• Mana Schwartz, A. (1995). Centro Virtual Cervantes. Obtenido de http://cvc.cervantes.es/:
http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/06/06_0392.pdf
• Martín Leralta, S. (2009). Competencia estratégica para la comprensión auditiva en español como lengua
extranjera. Madrid: Ministerio de educación- España.
• Ministerio de Educación, Cultura y Deporte - España. (junio de 2002). Instituto Cervantes. Obtenido de
http://cvc.cervantes.es/: http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf
• Porras Pomares, B., & Gil Sopeña, P. (s.f.). Red Estatal de Docencia Universitaria. Obtenido de http://red-
u.org/: http://red-u.org/wp-content/uploads/2014/02/Validezyfiabilidad.pdf
• Recaj Navarro, F. (2008). Universidad de Salamanca. Obtenido de http://gredos.usal.es/:
http://gredos.usal.es/jspui/bitstream/10366/22438/1/DLE_Factores%20que%20influyen%20en%20el%20
acento%20extranjero.pdf
• Taylor, S. E. (Abril de 1964). Institute of Education Sciences. Obtenido de http://eric.ed.gov/:
http://files.eric.ed.gov/fulltext/ED026120.pdf
MANY THANKS!

• Any question?

Wilmer Collaguazo Vega


wilmer.collaguazo@utc.edu.ec
wil_miluz@aol.com
+593982358863

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