Resumo

ARAN SANCHEZ, Ana; ARZOLA FRANCO, David Manuel  e  RIOS CEPEDA, Vera Lucía. Approaches to english education curriculums, teacher training and methodology: A literary review and results analysis. Educación [online]. 2022, vol.46, n.1, pp.568-584. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v46i1.45048.

English is the language that is taught the most worldwide and considered to be a lingua franca due to its relevance in fields such as economy, academia, labor and research. Given its prevalence, it makes sense to analyze aspects associated with the teaching and learning process, including the curriculum, teaching methodology and teacher training. The objective of this document is to review innovative national and international contributions made to the field of English education from 2005 to 2020 with the goal of building an overview based on documentary research methods. A literature review reveals the predominant use of active teaching methods, highlighting the use of information and communication technologies (ICT) in the classroom and the predominant use of a communicative approach, based on a diverging gamut of pedagogical proposals. Yet, there is an overall disparity between formal and action curriculums, regarding assessment procedures and the role that hidden curriculums plays in transmitting ideas, emphasizing the need to give more thought to the development of teacher training programs and include vanguard elements aligned and updated to social trends. Ongoing teacher training programs must be developed which allow teachers to coherently use new syllabuses in the classrooms based on previous critical analysis and better prepare in the use of active methodologies that incorporate information and communication technologies.

Palavras-chave : Approaches; Teacher Training; Methodology; Teaching and Learning; English.

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