Presentation
The seminar-workshop presented to students and community of English as a language teacher foreign
This led to undergraduate and post-graduate teachers of English as a foreign language to socialize the debates that have emerged over the past culture shock in the model development or post-modern post-society industry as an engine of tension and conflict between groups or individuals.
This phenomenon involves the teaching and the teaching of English as a foreign language in the teaching-learning process in a multicultural society and inter-ethnic as the Israeli and the U.S. Department would be to strengthen the knowledge cultural shock and its possible effects on classroom interaction teacher-student.
In this scenario we have the following unknown to respond and propose possible alternatives:
What initiatives would be taken into account during the teaching process - learning English as a foreign language in a context of cultural clash between individuals and groups in a society like Israel, whose population context would consist of a 64.48% of immigrants?
Objective integrator
Along the way teaching and learning will seek to act as a group in workshop sessions according to the mode in which students, observing overheads, analyze the content, exchange ideas and discuss concepts based on message received.
activities will not be monotonous and routine, have been designed to enhance basic skills from a significant group and individual work that is socially relevant knowledge building, where the new can engage in a substantive and not arbitrary the previous known, the student or student will be responsible for building real the same from what is already known about the problem.
teaching action strategy will be linked to enhance both group and personal development by students from significant buildings, which will translate into: investigate prior knowledge from work and reflect on same, encourage interaction and production of new knowledge that relate to the sequences of motivation in the learning process - learning, development and evaluation.
The process of assessment will be giving an account of the characteristics of the group as the individual as part of the group.
- Students must perform a series of required readings prior to each session, they will be indicated at the beginning of the course.
- In each session the teacher will make an introductory statement presenting the topic to be followed by a participatory discussion or group.
- students in groups and from the computer should perform some analysis on each module even rudimentary
- production was measured group presentations in which students proceed to list and categorize the main aspects of the issues.
- is to verify the ability to analyze their content, the level of exchange of views, ideas and discussion among students about concepts that tend to reveal hidden messages from the proper use of technical vocabulary conceptual .
minimum contents
Module 1: Introduction
Course
Module No. 2: The Globalization of the economy and post-industrialism
Module 3: The Globalization of Culture
Module 4: Introduction psychological theories Personality development
Module 5: Introduction to sociological theories about human behavior.
Module 6: types of behavior disorders and emotional blunting
Module 7: to knowledge of hyperactive behavior or mental and motor disinhibition
Module 8: Shy, psychological inhibition, withdrawal or isolation.
Module 9: difficulties in interpersonal relationships. Excessive respect for authority, the rejection to the school.
Module 10: Creativity and personal initiative as triggers of spontaneity, curiosity and autonomy. Presentation of the slogan for the group monograph
Module 11: imagination Stimulus construct mental images, visualize, wonder and dream
Module No. 12: The diagnosis and plan of action to mitigate the problem deploying
Module No. 13: creative activities in the area of \u200b\u200blanguage
Module No. 14: Conclusions and Projections possible
Module No. 15: Exhibition group of monographs.
Ronaldo Marco Deligdisch
