Integrating a Methodology Component into a Language Improvement Course at Universidad Nacional de Mar del Plata
Title
Integrating a Methodology Component into a Language Improvement Course at Universidad Nacional de Mar del Plata
Integrating a Methodology Component into a Language Improvement Course at Universidad Nacional de Mar del Plata
Keywords: No Keyword
Authors
Pedro Luis Luchini
Lingnan University, Hong Kong
luchini@copetel.com.ar
Pedro Luis Luchini
Lingnan University, Hong Kong
luchini@copetel.com.ar
Bio Data
Pedro L. Luchini holds an MA in ELT and Applied Linguistics, King’s College, University of London. Head of the Language Department at the Mar del Plata Community College (MDPCC), and CADS (private school), Argentina.
Holder of Language and Grammar II at a Translator course, MDPCC. Currently working for the chairs of Phonetics and Phonology II and Language IV at Teacher Training College, Universidad Nacional de Mar del Plata, Argentina. 1997: Ex- Fulbright Scholar, Spanish instructor at College of DuPage, Illinois, USA. 2003: Taught EFL at Shanghai Normal University, China.
Phone: 54-223-479-9611
Abstract
Many future non-native teachers of English around the world, and specifically in Argentina, express a strong desire to meet one of their most pressing needs: improve their command of English so that they can perform with greater confidence in their classrooms. The purpose of this paper is to critically analyse the effectiveness of the implementation of a pre-service language development course which included a methodology component, for student teachers attending a teacher training course at the Universidad Nacional de Mar del Plata (UNMDP), Argentina. In the light of the findings obtained, some possible avenues for future improvements and continuing professional development will be suggested.
Many future non-native teachers of English around the world, and specifically in Argentina, express a strong desire to meet one of their most pressing needs: improve their command of English so that they can perform with greater confidence in their classrooms. The purpose of this paper is to critically analyse the effectiveness of the implementation of a pre-service language development course which included a methodology component, for student teachers attending a teacher training course at the Universidad Nacional de Mar del Plata (UNMDP), Argentina. In the light of the findings obtained, some possible avenues for future improvements and continuing professional development will be suggested.
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