Isora J. Enríquez O´Farrill [email protected] APC_ELI, 2016 A Look at ELT Renovation in Cuba
ELT Renovation change in Cuba Planning Monitoring and evaluating Diagnosing Redisigning the curriculum and materials Reformulation Renovating and changing Cycle Adapted from (Tribble, C. (Ed). 2012 p.11
FEATURES The renovation process (2010- aprox. 2020) The renovation process is accompanied by research National Research Project led by ICCP
Varona University of Pedagogical Sciences: El perfeccionamiento de la enseñanza del inglés en la educación preescolar, primaria y media
Experiment The new model is under experimentation in 6 provinces : Pinar, Havana, Artemisa, Mayabeque, Villa Clara, Santiago de Cuba
At present the experiment covers only the school organization as the main cultural community center
Planning and preparation ELT project inserted within the renovation process of the whole educational system Selection of the working team Classroom teachers in collaboration with University teachers and researchers Review and study and previous renovation projects Study of the state of the arts Writing documents Socializing documents Final draft of documents
Diagnosing Interviews to teachers , school headteachers, students, parents, community leaders Classroom observation Evaluation of teaching and learning materials (textbooks, video & TV lessons) A critical review of the curriculum, speciacilly ELT A study of availability of resources and infrastructure that affect teaching and learning Statistics data on number of teachers, schools, students per class
Actions and diagnosis Review of the general ELT Renovations needed: – learning outcomes – the selection and sequencing of contents – topics and texts – methodological conception
Development Designing the new curriculum
Writing new materials
Curriculum Curricular Study syllabi Extracurricular Special Interest Groups Community projects English clubs Summer courses TV and radio programs Web sites ( Portal Cubaeduca)
Main goal at present General comprehensive culture Communication skills Someone able to interact with people from another country and culture in English to: – share personal and social information. – learn about world cultural achievement.
English from K-12 By the end of Grade 12 the Cuban student should be able to communicate in English with personal identity at a level equivalent to A 2.
ELT K-12 Primary: A1 (Beginner)
Junior High: A1 (Basic )
Senior High: A2 (pre intermediate)
Methodology Communicative language teaching from an intercultural perspective Integrating task- based learning and CLIL into communicative language teaching. All-in-all text (including the workbook activities)
Distinstive features English will start in preschool
Level of satisfaction English Curriculum Primary: 95,4 Junior High: 95,1 Senior High: 98,8 TOTAL: 95,9 Most accepted indicator: Characterization of the subject (99%)
Least accepted: Unit themes (aprox. 88 %)
Most recommendations were given to 8th grade syllabus
Monitoring and evaluating syllabi and materials September 2017 The new syllabus and the materials will be under experimentation: Primary: Grade 4 Junior High: Grade 7 Senior High: Grade 10
BIBLIOGRAPHY ENRIQUEZ O´FARRILL, I Y HERNÁNDEZ ANGULO, J. (2015) PROPUESTA CURRICULAR PARA LA ENSEÑANZA DEL INGLÉS DESDE PREESCOLAR HASTA DUODÉCIMO GRADO EN CUBA. RESULTADO DEL PROYECTO DE INVESTIGACIÓN EL PERFECCIONAMIENTO DE LA ENSEÑANZA DEL INGLÉS EN LA EDUCACIÓN PREESCOLAR, PRIMARIA Y MEDIA
INSTITUTO CENTRAL DE CIENCIAS PEDAGÓGICAS (2016). RESUMEN DEL INFORME COMPARATIVO DE LOS CORTES EVALUATIVOS REALIZADOS EN MARZO DE 2015 Y MAYO 2016 EN LAS INSTITUCIONES EXPERIMENTALES. DOCUMENTO DE TRABAJO INSTITUTO CENTRAL DE CIENCIAS PEDAGÓGICAS (2016). INFORME SOBRE LA CONSULTA MASIVA SOBRE LOS PLANES DE ESTUDIO Y PROGRAMAS. DOCUMENTO DE TRABAJO TRIBBLE, C. (ED). 2012 MANAGING CHANGE IN ENGLISH LANGUAGE TEACHING: LESSONS FROM EXPERIENCE. BRITISH COUNCIL