Contextualization of an English learning need in a specific context
In Colombia, the educational demands of students in higher education institutions to have increased in terms of incorporating technology, improving school infrastructure, renewal of curricula and training of teachers, to name a few. As a result, institutions must recognize the new profile of the student entering as a result of immersion in a society with constant and permanent technological changes.
Today's student seeks to apply new technological tools and generate dynamic processes inside and outside the classroom (Lopez, 2007). In this context, the need has arisen by universities seek innovative information and communication technologies (ICT) ─ virtual platforms for learning management, and systems and processing devices, generation and communication of information─ to give response to the demands of the student population.
In addition, with the development of technological skills, the student now faces the need to learn and apply in your area further into their mother tongue, especially the English language, as this has become an intercultural communication tool .
Learning English is within the academic curriculum for basic education levels; however, it appears that the effort to incorporate this language from the early stages of the formation of the student has not been sufficient and learning outcomes have not been desired. This may be due to the teaching that generally are instructed and tested it is passive and assumes that all students have the same learning needs when actually "learn at a different pace and a single method is not equally appropriate for all and get the same results ... "(Prato and Mendoza, 2006, p. 52).
Possibly, it is the approach that English teaching is addressed, a relevant success factor instructional programs. Siplenko in Prato and Mendoza (2006), mentions the main current approaches to teaching English (51 p.):
- The grammar translation approach, focused only on learning the translation of texts; does not consider the aspect of communication language.
- The audiolingual approach, characterized by guiding language learning and emphasize the development of oral skills.
- The communicative or functional approach, which considers the learning process is not just the domain of language, but also their appropriate use for communication purposes.
In the process of acquiring a second language, it could make use of ICT to enhance and promote each of the approaches mentioned, as most students have interacted with the ICT in a natural way, have grown with them in many areas of daily life and now only have adopted in their educational work, although they must properly integrate their learning processes, if they are to develop skills or communication skills (Lopez, 2007).
One of the integration of ICT in the field of mostly implemented at present education is given in the area of language with the name of language learning computer (CALL, for its acronym in English) attended, as a new method born from the concern of professors and researchers to integrate the use of ICT in teaching and learning languages. Perez (cited in Lopez, 2007) says that online learning allows interactivity and promotes motivation, efficiency and improvement of knowledge in a flexible environment. Therefore, "the technologies that are used most frequently in educational levels are the computer, email and the Internet, and its application can be as varied as possible under the circumstances of each site" (Lopez, 2007, p. 69 ).
Another integration of ICT has been carried out by the students, who make use of increasingly sophisticated technological resources, by necessity or fashion, and it is they who "have sought to venture into the application of these tools" (Lopez , 2007, p. 64).
Finally, we must mention that some teachers have carried out an integration of technology resources in the classroom on their own initiative, which also promotes the development of ICT in the field of languages.
Technology in Teaching English as a Foreign Language: https://youtu.be/k5CWbxyd0Bw
Bibliographic References
Virtual Campus. (s.f.). Taken October 25th 2016, Contents Academic viirtual course TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE 551006A_291: www.unad.edu.co
Rodríguez, I. L. (26 de Octubre de 2015). Racionalidad Ltda. Recuperado el 25 de Octubre de 2016, de Las TIC en la educación superior en Colombia: https://racionalidadltda.wordpress.com/2015/10/26/las-tic-en-la-educacion-superior-en-colombia/
Cabero, J. (1998). Impacto de las nuevas tecnologías de la información y la comunicación en las organizaciones educativas. En Enfoques en la organización y dirección de instituciones educativas formales y no formales. Granada: Grupo Editorial Universitario. Pp. 197-206.
Prato, A. y Mendoza, M. (2006). Opinión, conocimiento y uso de portales web para la enseñanza del inglés como lengua extranjera. Recuperado el 25 de octubre de 2016 de http://redalyc.uaemex.mx/redalyc/pdf/823/82330104.pdf
Programa de Fomento a las Lenguas Extranjeras (2011). Recuperado el 25 de octubre de 2016 de http://pfle.dgdp.uaa.mx/visor.php#
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