Typology of learning tasks for the teaching of English in the diversity

Abstract

To develop an objective and humanistic teaching learning-process, the student should become a dynamic being in the pedagogical activity; he should be the center of attention. The article dealt with an essential aspect that influences in the effectiveness of the English teaching-learning process: the attention to diversity. In order to achieve this purpose an analysis of the bibliography on the topic was carried out with the use of research methods, such as analysis-synthesis, induction-deduction and from abstract to concrete, from the theoretical level. From the empirical level scientific observation, interviews and surveys were used; a documentary study was also developed. They made possible the characterization of the research object at “José de la Luz y Caballero” University of Pedagogical Sciences. The main contribution of this work consisted of providing the teacher of English with not only theoretical aspects concerning the declared problem, but also a typology of learning tasks that permits the student become an active protagonist of his own learning process.