Isora J. Enríquez O´Farrill
isora.enriquez@gmail.cu
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