Reflexiones previas hacia la integración de nuevas tecnologías en el currículo de lenguas extranjeras de la formación inicial.

Abstract

The article presents a series of conceptual considerations that involve the review of the language education policy in Colombia, in terms of teaching and learning a foreign language as well as the need to implement new technologies in education. Similarly, some reflections about the impact of new technologies on the early education are presented. Finally, a proposal of curricular integration of new technologies in the approaching process to the foreign language is outlined, in light of the growing boom in the development of bilingualism and multilingualism projects in the current world.

The Profile of Teachers of Foreign Language Degree Programs in Colombia in Coherence With the Training Proposals of Higher Education Institutions

“…As mentioned above, the development of technology is permanently advancing, therefore, teacher training plans must be permanent and even more so when the teacher training profiles of the degree programs offered by higher education institutions contemplate the training of new professionals with high competences in technology, this implies teachers with high training in these competences. Miranda (2015) states that professional training institutions are called to create programs in the field of bilingual education that include the development of new technologies in their curriculum.…”

El perfil del licenciado en lenguas extranjeras: Un reto pedagógico para los docentes formadores

“…Por lo tanto, corresponde a las instituciones reestructurar sus currículos con miras a afrontar estos nuevos retos de formación en el contexto de la nueva cultura tecnológica (Miranda Montenegro, 2015). Como se mencionó anteriormente, el desarrollo de la tecnología avanza permanentemente, por lo tanto, los planes de formación docente y el perfil de este profesional deben estar en correspondencia con estos adelantos.…”

“…Sin embargo, es importante mencionar que, dados los avances rápidos de la tecnología, es necesario establecer un programa de formación permanente para los profesores formadores, que no sea coyuntural, sino que debe hacer arte de la cultura de las instituciones. En este sentido Miranda Montenegro (2015); Macas Granda et al ( 2021) afirman que, las…”