Professional
Skills in the Teaching-Learning of English as a Teacher Education Major at the
Holguín University
Las habilidades
profesionales en la enseñanza-aprendizaje del inglés especialidad con perfil
pedagógico en la Universidad de Holguín
Habilidades
profissionais no ensino-aprendizagem da especialidade de Inglês com perfil
pedagógico na Universidade de Holguín
*Miguel Ángel
Olivé-Iglesias
**Guillermo
Ronda-Velázquez
***Julio César
Rodríguez-Peña
*Universidad
de Holguín. Cuba.
Especialidad de graduación: Inglés. Profesor Auxiliar. Máster
en Ciencias Pedagógicas. Profesor de Práctica Integral de la Lengua Inglesa y Estudios
Lingüísticos del Inglés. migueloi@uho.edu.cu, código ORCID: https://orcid.org/0000-0002-2491-1840
**Universidad
de la Habana. Cuba. Especialidad de graduación: Inglés.
Profesor Auxiliar. Máster en Ciencias Pedagógicas. Profesor de Práctica
Integral de la Lengua Inglesa e Historia de la Cultura de los Pueblos de Habla
Inglesa. bill@flex.uh.cu, ORCID: https://orcid.org/0000-0002-5783-5872
***Universidad
de Holguín. Cuba. Especialidad de graduación: Lengua Inglesa. Profesor
Auxiliar. Máster en Ciencias de la Educación. Doctor en Ciencias Pedagógicas.
Profesor de Práctica Integral de la Lengua Inglesa y Estudios Lingüísticos del Inglés. juliorp@uho.edu.cu, código ORCID: https://orcid.org/0000-0001-5492-5154
|
Abstract This article is the result of previous doctoral, master and project
research on the matter by the authors. They presented informed arguments on
professional skills. The objective was to prove from theoretical and
practical bases that the study, analysis and proposal on this topic is
central in the teaching and learning of English in the Teacher Education
Major. The theoretical methods used were the historic-logical,
analytic-synthetic, inductive-deductive, and documentary study. The work done
allowed the authors to reveal essential aspects on the category and their
theoretical, methodological and professional implications. Skill development
means that the student acquires knowledge and applies it in a specific field.
English as a teacher education major gives special prominence to skill
development through the integrated practice of the language, and aims at the
development of skills that are part of the specific field of study, the
so-called professional skills. This article explores skill theory in general
and delves into the specific term professional skills, contextualized in the
teaching and learning of English as a teacher education major in Holguín. Key words: learning of English; skills; professional
skills; practice; skill development |
Resumen En
el trabajo, resultado de investigaciones de especialidad, doctorado, maestría
y proyectos, los autores realizaron un análisis para una argumentación sobre
las habilidades profesionales. Se tuvo como objetivo demostrar desde la
teoría y la práctica que el estudio, análisis y propuestas sobre el tema es
central en la enseñanza-aprendizaje del inglés en la especialidad. Se emplearon
métodos teóricos como el histórico-lógico, análisis-síntesis,
inducción-deducción, y el análisis de fuentes escritas. Los análisis
permitieron revelar aspectos esenciales sobre la categoría objeto de estudio
y sus implicaciones teórico-metodológicas y profesionales. Desarrollar una
habilidad profesional muestra que un sujeto es capaz de asimilar
conocimientos y aplicarlos desde una determinada rama del saber en su objeto
específico. En la carrera de inglés especialidad con perfil pedagógico se
busca el desarrollo de las habilidades comunicativas a través de la práctica
integral del idioma, y se aspira además al desarrollo de habilidades propias
de la profesión específica, las llamadas habilidades profesionales. Este
artículo presenta una reflexión sobre las habilidades en general y una
propuesta y análisis de las habilidades profesionales en especial, desde la
teoría y la ilustración, con singularidad en la enseñanza-aprendizaje del
inglés especialidad con perfil pedagógico en la universidad de Holguín. Palabras clave: aprendizaje de inglés; habilidades;
habilidades profesionales; práctica; desarrollo de habilidades |
Resumo (português)
Este artigo é resultado de pesquisas
anteriores de doutoramento, mestrado e projeto de pesquisa dos autores sobre o
assunto. Os autores realizaram uma análise sobre os fundamentos referentes às habilidades
profissionais. O objetivo foi comprovar a partir de bases teóricas e práticas
que o estudo, a análise e a proposta sobre o tema é central no ensino e na
aprendizagem da Língua Inglesa na Graduação de Professores. Os métodos teóricos
utilizados foram o estudo histórico-lógico, analítico-sintético,
indutivo-dedutivo e documental. O trabalho realizado permitiu aos autores
revelar aspectos essenciais sobre a categoria e suas implicações teóricas,
metodológicas e profissionais. O desenvolvimento de habilidades significa que o
aluno adquire conhecimentos e os aplica em um campo específico. O curso de
inglês como formação de professores dá especial destaque ao desenvolvimento de
habilidades por meio da prática integrada do idioma e visa o desenvolvimento de
habilidades que fazem parte do campo específico de estudo, as chamadas
habilidades profissionais. Este artigo explora a teoria das habilidades em
geral e investiga o termo específico habilidades profissionais,
contextualizadas no ensino e aprendizagem de inglês como especialização em
formação de professores em Holguín.
Palavras-chave: aprendizagem de inglês; habilidades; habilidades profissionais;
prática; desenvolvimento de
habilidades
Introduction
The paper´s
objectives are to prove that skill formation and development in FLT, the theory
underlying both processes and their didactic crystallization, has been a must
on the map of foreign language teaching. Central to a discussion on the matter
is the notion that skills are defined as the know-how, or are called the
learn-to-do according to UNESCO standards. This is translated as putting to use
the knowledge acquired.
In an
educational context, skill development means that the student acquires
knowledge and applies it in a specific field. Cuban researcher Álvarez de Zayas (1996) states
that skills, as a part of the contents, allow to characterize didactically
speaking the operations performed by the students, as they interact with their
object of study, transforming it, passing on to it their human influence.
The
mastering of a foreign language involves, for example, knowing the rules for
verb conjugation. The learner must also practice it to internalize habit and
skill so that language command reaches expected levels. Therefore, foreign
language teaching gives special prominence to skill development through the
integrated practice of the language in communicative situations. The previous
statement is fundamental for an understanding on how the process operates. As a
constituent of contents, skills are the individual´s practical performance
within a specific field of knowledge amassed in the vast cultural mosaic of
humankind. A preliminary approach from a psychological standpoint reveals that
skills are the actions and operations mastered by that individual – the learner
– with a definite objective in mind.
It must be
pointed out that skill formation and development are by no means the exclusive
possession or prerogative of foreign language teaching. Any learning activity
presupposes the acquisition of knowledge and the development of general and
particular skills, depending on the reality and perspective of the process.
Recent
studies on skill formation and development carried out in the field by
researchers from the Teacher Education English Major, rendered elements that
explain why this work came to life. While it is a fact that official documents
analyzed show clearly the multifarious aspects related to teaching and
learning, and the teaching staff is one of seniority and dedication, there is
still much to be explored in the areas of theory and contextualized practice to
improve the process. This paper is an endeavor towards that end. The major
aspires to develop general communicative skills inherent in learning a foreign
language. However, the goal goes beyond that: developing a set of
profession-related skills, the so-called professional skills.
This article
explores skill theory in general and delves into the specific term professional
skills, contextualized in the teaching and learning of English as a teacher
education major in Holguín.
Material and Methods
The
theoretical methods used were historic-logical, analytic-synthetic,
inductive-deductive, and documentary study. The work done allowed the authors
to reveal essential aspects on the category and their theoretical,
methodological and professional implications. Skill development means that the
student acquires knowledge and applies it in a specific field. English as a
teacher education major gives special prominence to skill development through
the integrated practice of the language, and aims at the development of skills
that are part of the specific field of study, the so-called professional
skills
Results and Discussion
Stepping
into the concept of skill implies, primarily, an analysis based on a
compilation of definitions. Obviously, this paper cannot list all of them. It
will propose a selection and disclose coincidental points.
Petrovsky (1978) states that skills are the
mastery of a system of psychical and practical activities, which are necessary
for the conscious regulation of activity, knowledge and habits. Danilov & Skatkin
(1978) clarify that skills are an extremely encompassing and complex
pedagogical concept, and view them as the capacity acquired to use creatively
knowledge and habits in theoretical and practical activity. They were able to
summarize the definition in saying that skills are knowledge in action.
González
(1995) defines these as the mastery of psychical and practical operations that
allow rational control of activity. She adds that they are the result of
systematization of actions under such conditions that their constant
development is guaranteed. They are actions, which are embedded in learning and
assure efficient human performance. Álvarez de Zayas (1996) says that skills are the mastery of the
content that reveals human behavior in a specific context. For him, they are
actions and operations mastered by the individual, with a goal in sight.
A critical
reading of these definitions leads to mark words that are essential to the
analysis: action, practice, activity, use of knowledge and habits, behavior,
acquired capacity. In other words, the study of the very concept brings to
light that the process occurs as follows: from practice to the psychical plane
and back again. Furthermore, skill development is a full combinatory exchange
between the outside and the inside, a dialectical harmony between psyche and
reality. It should be noted that Danilov and Skatkin
refer to “capacity.”
A constant
in the definitions is the fact that many authors include skills within the
contents, discerning what is to be taught and what is to be learned. For
González et al, (2004) contents are the product of humanity’s contribution
during its historic development. They include:
ü Systems of knowledge.
ü Systems of
skills and habits.
ü Systems of
relations with the world (values, feelings, attitudes).
ü Systems of
experiences (affective and motivational) in activity.
There are no
skills and no habits without previous knowledge: the latter is the foundation
upon which the former form and develop. Knowledge comes first then you teach
how to operate with it in a given reality and a given practice context.
Knowledge and skills are coherently connected. These are modeled and developed.
Rephrasing it, knowledge is a key premise for the development of the skills.
Skills are a
form of assimilation of activity. Alongside with habits, they enable
individuals to carry out a task. So when they apply to an activity they acquire
a system of procedures and methods that are useful for the performance of a
variety of tasks. They also begin to master actions piecemeal, as they exact
their performance. Only with a feedback on what they have already learned –
knowledge and habits – will they be able to perform better.
Skill
manifests itself in the most perfect and elemental way of acting. At a higher
level, it is considered as the mastering of the whole process, and presupposes
the acquisition of knowledge and the formation of habits as essential
components. An effective skill formation includes systematization through
repetition of actions and steady reinforcement, together with continual
improvement.
Skills are
therefore a systematization of actions and these are subordinate processes of a
conscious objective, as was previously stated. It can be said that in the case
of the skills, automatization is not reached: this is
a characteristic of habits. The fulfillment of skill-related actions demands
conscious regulation by the individual. Skill development implies the
possibility to choose and put in practice different methods and knowledge
acquired in correspondence to the final goal and the conditions of the task.
A further
analysis of skills in the teaching and learning of a foreign language should
make reference to Leontiev (Taken from Antich et al, 1986). He states that the learning process is
a complex activity with two aspects, a methodological and a theoretical one:
1. The
acquisition of knowledge (the premise of the existence of previous knowledge to
move to the next level).
2. The
formation of habits and skills (formed and developed based on previous
knowledge).
To
understand how teaching and learning work and which their cycles are for
presentation and exploitation in a lesson, we must depart from the theory of
verbal activity. It is founded on the general theory of activity defined by Vigotsky and his followers (Leontiev,
Luria, Galperin). Verbal activity has four aspects:
listening, speaking, reading and writing. From these elements, the system of
teaching is organized, that is, we speak about a reading comprehension, a
speaking, a writing and a listening comprehension lesson, depending on the
leading skill involved.
It should be
pointed out that even when there is a leading skill in a lesson, they all act
in combination through the process: it is impossible to develop a pure skill
when in real life they overlap in communication. It is clear that there is no
such thing as a pure one-skill lesson. Students will do tasks of all types and
will navigate back and forth the skills of the language during the hours
allotted. However, there is a predominant skill, because that is what you seek
as a teacher and that is what the syllabus suggests as contents to be taught.
That skill is the header in each lesson.
Now, skill
development in the teaching and learning of English as a teacher education
major in the university implies an inherent pedagogical-professional,
interdisciplinary and formative premise. Skills are not developed per se but as
means to upgrade communicative competence, which in turn will enable
teachers-to-be to use indispensable “tools” to lead the teaching-learning
process of English once they graduate: the necessary development of
professional skills.
These tools
are referred to in the directive documents the major responds to. They state
the teachers-to-be must have reached upon graduation an ethical and
professional formation that will allow them to lead the pedagogical process
from an analytical perspective of their professional contexts towards the
solution of problems, debate and research. Students will solve pedagogical,
social, scientific problems, as they must have formed and developed technical
skills to apply them creatively in their professional scenarios.
It should be
noted that the documents emphasize the students´ development of communicative
skills to enter a further skill dimension, that of professional skills.
Llanes (?) offers definitions of professional
skills:
“Son aquellas que garantizan el
éxito en la ejecución de la actividad de la profesión y la solución de los más
diversos problemas de esa especialidad”.
“Habilidades previstas en el
contenido del proceso docente educativo que se corresponden con los modos de
actuación del profesional dado y han de tener un nivel de sistematización tal
que, una vez apropiado de ellas, le será posible al estudiante enfrentar y dar
solución a múltiples problemas profesionales”.
“El contenido lógico de las acciones
que realiza el profesional al interactuar con los objetos de la profesión”.
Llanes states that in approaching each
definition, it can be noticed authors coincide this type of activity is in line
with the role models of a professional. This guarantees the solution of
problems in each specific field.
The
definitions reveal the intentional character of this type of skill development.
Two aspects are essential: direct connection with the profession and it
modeling to solve problems.
At this
point in the analysis, the authors consider it pertinent to present a
distinguishing working definition of professional skills. Thus, professional
skills in the teaching and learning of English as a teacher education major
are:
“Those skills
formed and developed during the teaching and learning of English as a teacher
education major, which will allow future teachers to lean and teach English and
solve academic, contextual, social, pedagogical issues related to their
profession.” (Ronda, Olivé, Rodríguez)
Activities
to develop professional skills
The
following activities are examples to show how the pedagogical-professional
aspect is channeled in class.
Simulated
Situations: Women in Society Today
I. One of
your students has verbally attacked his former girlfriend. She is shocked. He
claims that she offended him and deserves “even a spanking.” She defends
herself explaining he tried to force her to come back to him and regarded her
as a person with no rights.
II. A debate
opens in your lesson as to the role of women in society. Some male students
claim that women cannot perform certain jobs (builder, bus driver, sports
narrator, high-ranking military official), and the girls, respond mentioning
female-dominated jobs (nurse, telephone operator, typist).
III. A boy
in your class despises a girl who has had “many boyfriends.” He tries to label
her publicly as a “promiscuous one” saying she is “too unstable.” The girl, an
excellent student, says boys who have many girlfriends are considered heroes,
not promiscuous.
Profession-related
activities derived from the situations above:
1- Read the
situations analytically and detect the conflicts and problems seen through the
characters. List them.
2- Prepare a
five-item strategy that leads to achieving:
ü A degree of
solidarity and support in favor of the affected characters.
ü A critical
approach to the characters´ behavior.
ü A concrete
proposal (steps) to influence on the characters' verbalizations, attitudes and
behaviors.
ü Possible
solutions to the problems posed in each situation.
ü A plan to
help and guide the affected students and to support their families.
3- Write out
a report on the work done to be presented orally in plenary session.
4- Write
notes to be told to the families that include:
ü How you feel
about the problem as a teacher, a member of an educational institution, and as
a human being.
ü How the
families should face the problem and help the boys and girls.
ü An outline
of the difficulties ahead and how they can be overcome.
ü An offering
of unconditional counseling and help.
5- Prepare
expositions with the elements below:
ü A contrast
between the bad models given in the situations and good ones, bringing the
latter ones to the foreground, taking them from personal experiences,
anecdotes.
ü An emphasis
on the good points of the characters and how these can be channeled positively
for the students´ personal growth.
ü A
presentation of other situations that escape the contents of the ones they read
and analyzed, which become new points of departure for solving.
Conclusions
Research
done on the matter of skill formation and development rendered the need to go
further in the fulfillment of specific professional objectives in the Teacher
Education English Major of the Holguín University, within the Discipline
Integrated English Practice. The present paper aimed at contributing a properly
contextualized proposal.
An
approximation to the problem started with the contextualization of the analyses
made. Empirical and epistemic inquiry into the category led to systematization,
assumption and modeling of a theoretical corpus where skills are viewed beyond
the initial communicative element into the professional component. As well,
practical activities to channel the results didactically were offered according
to the professional needs and realities of the Teacher Education English Major
of the Holguín University.
References
Álvarez De Zayas, C. (1996). La escuela en la vida. Pueblo y
Educación.
Antich De León, R., Gandarias
Cruz, D., & López Segrera, E. (1986). Metodología de la enseñanza de lenguas
extranjeras. Pueblo y Educación.
Danilov, M. A.,
& Skatkin, M. N. (1978). Didáctica de la escuela media. Pueblo y Educación.
González Soca, A. M., Recarey Fernández, S. & Addine
Fernández, F. (2004). La dinámica del proceso de enseñanza aprendizaje mediante
sus componentes. En Didáctica. Teoría y
práctica. (pp. 66-84). Pueblo y Educación.
Olivé Iglesias, M. Á. (2011). Writing: The Cinderella? Experiences with Fourth-year
Students of the Teacher Education English Major of the Holguin University. Paper presented
in WEFLA-SECAN, International Event. Holguín, Cuba.
Petrovsky. (1978). Psicología
General. Pueblo y Educación