French teachers’ Representations in Mexico: relation between learned skills when students and those prioritized in teaching

Representaciones de los profesores de francés en México: relación entre las competencias aprendidas cuando estudiantes y las priorizadas en la enseñanza

Autores/as

  • José Ángel Vera Noriega universidad de Sonora
  • Hervé Fosto Kono Alianza Francesa de Ottawa

DOI:

https://doi.org/10.36799/el.v8i1.125

Palabras clave:

Representaciones, aprendizaje, enseñanza, competencias, francés como lengua extranjera

Resumen

This research compares French as a foreign language teachers’ representations with those held by their prior language teachers, about the importance to be attributed to some communicative skills (listening and speaking, reading and writing) and some linguistic competences (grammar, vocabulary and sociocultural competence). Methodologically, a mixed method was adopted. On the one hand, 142 FLE teachers from various States of Mexico were invited to answer a questionnaire in the Likert response format. The results indicate a statistically significant difference for: reading (χ2 (1, N = 142) = 6.78, p = 0.01); writing (χ2 (1, N = 142) = 9.95, p = 0.02) and sociocultural competence (χ2 (1, N = 142) = 4.28, p = 0.03.). In fact, the results reveal that today teachers would place a greater emphasis on these different skills than those of the past. On the other hand, 4 interviews were conducted with some French teachers from the most represented two states in the questionnaire survey (Mexico and Sonora). In general, the results indicate a high tendency for oral skills as a reaction to a poor learning experience with some past teachers, strongly oriented toward the traditional approach. In a nutshell, it is equally observed that teachers’ language proficiency, their self-efficacy and their students’ motivation may also determine the importance they provide to the communicative skills and linguistic competences compared.

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Biografía del autor/a

José Ángel Vera Noriega, universidad de Sonora

Miembro del Sistema Nacional de Investigadores (nivel II), profesor Titular “C” de Universidad de Sonora. Miembro de la Academia Mexicana de la Ciencia. Dedicado a la investigación en tres temáticas vinculadas al desarrollo social, educación y calidad de vida. Académico del Doctorado en innovación educación (PNPC). Correo: jose.vera@unison.mx  ;  orcid.org/0000-0003-2764-4431

Hervé Fosto Kono, Alianza Francesa de Ottawa

Hervé Fotso Kono

Estudiante de doctorado en Innovación Educativa de la Universidad de Sonora en México. Titulado en una Maestría en Enseñanza del francés como lengua extranjera y segunda lengua de la Universidad de Buea en Camerún. Maestro de francés de tiempo parcial, Colegio Irlandes, Hermosillo. Correo a219230184@unison.mx, https://orcid.org/0000-0002-5053-3695

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Publicado

2023-04-03

Cómo citar

Vera Noriega, J. Ángel, & Fosto Kono, H. (2023). French teachers’ Representations in Mexico: relation between learned skills when students and those prioritized in teaching: Representaciones de los profesores de francés en México: relación entre las competencias aprendidas cuando estudiantes y las priorizadas en la enseñanza. Estudios λambda. Teoría Y práctica De La didáctica En Lengua Y Literatura. , 8(1), 44–63. https://doi.org/10.36799/el.v8i1.125

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