A Comparative Case of Second Language Acquisition Theories and Their Application by the Ministries of Higher Education for EFL Teachers' Training Programs in Two Latin-American Countries

Autor/in	Tavárez Da Costa, Pedro
Titel	A Comparative Case of Second Language Acquisition Theories and Their Application by the Ministries of Higher Education for EFL Teachers' Training Programs in Two Latin-American Countries
Quelle	(2021), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Cultural Studies; Case Studies; Linguistic Theory; Teacher Education Programs; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Teaching Methods; Comparative Education; Social Stratification; Ethnicity; Learning Theories; Linguistic Input; Spanish; Religion; Chile; Dominican Republic + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Case study; Fallstudie; Case Study; Linguistische Theorie; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Soziale Zusammensetzung; Ethnizität; Learning theory; Lerntheorie; Sprachbildung; Spanisch; Dominikanische Republik
Abstract	The present article sought to compare two case studies on the relationship between the theories of Language Acquisition and of their application for EFL Teachers Programs, in two different national settings. The first one conducted in the Republic of Chile and the second one, more recently developed in the Dominican Republic. It prompted our attention the fact that since the demand for effective programs in the formation and professional consolidation of future in-service EFL Teachers, mostly for the national public systems of the above cited countries (Chile and The Dominican Republic), had to be based on the grounds of some firmly rooted linguistics theories, rather than on the grounds of some methodologies "a la mode" with not a single trace of credibility. The relevance of the two cases that we bring to the table for analyzing, consist in the fact that they were the results of two grade thesis (conducting to a B.A. in English as a Foreign Language) in both Spanish speaking countries like Chile and the Dominican Republic, with their correspondence similarities and differences, not only in terms of their cultures, idiosyncrasy, and native language uses, but also within the scope of their national authorities goals with respect for their educational programs. Finally, it must be highlighted, that the importance of conducting a deep analysis on how those theories of Second Language Acquisition and of the concern of those national authorities, at the moment of weighing their real value within their respective spectrum, it constituted a factor of decisive importance for us to engage in such a task. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01