¿De quién es la culpa? Las percepciones de los estudiantes respecto al sistema financiero de EE. UU. en una clase de inglés para fines específicos
DOI:
https://doi.org/10.30827/portalin.vi37.21016Palabras clave:
critical thinking, English for Specific Purposes, Netflix, terminology, USResumen
El pensamiento crítico se considera un componente clave en cualquier proceso de enseñanza-aprendizaje. De forma específica, en la clase de inglés para fines específicos, esto resulta importante para la mejora de la competencia lingüística. En este sentido, los medios audiovisuales pueden ser de gran importancia y utilizarse para su desarrollo. Este estudio tiene como objetivo analizar las percepciones de los estudiantes sobre el sistema financiero estadounidense y su influencia en el resto del mundo con una actividad que fue diseñada utilizando una metodología trifásica. El estudio se enmarca en la clase de Traducción Financiera en la que se presta especial atención a las habilidades de pensamiento oral y crítico. El documental de Netflix utilizado para la actividad fue Dirty Money, que trata sobre diferentes temas financieros relacionados con la economía estadounidense y su influencia en países de todo el mundo. Los resultados muestran que las actividades de este tipo pueden contribuir de una forma dinámica e interesante al desarrollo de las habilidades de pensamiento crítico, al mismo tiempo que mejoran la competencia oral de los estudiantes y el uso de terminología especializada.
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Scriven, M., & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking.
Tapper, J. (2004). Student perceptions of how critical thinking is embedded in a degree program. Higher Education Research and Development, 23(2), 199-222.
UAH (2020). Financial Translation. Course Guide. https://www1.uah.es/estudios/asignaturas/descarga_fichero.asp?CodAsig=791026&CodPlan=G440&Anno=2020-21
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van, L. E., van Deursen Alexander, J. A. M., van Dijk Jan, A. G. M., & de, H. J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. Sage Open, 10(1). http://bv.unir.net:2145/10.1177/2158244019900176
Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), 24–28. https://doi.org/10.1207/s15328023top2201_8
Yunus, A. S. M., Hamzah, R., Tarmizi, R. A., Abu, R., Nor, S. M., Ismail, H., & Bakar, K. A. (2006). Problem-solving abilities of Malaysian university students. International Journal of Teaching and Learning in Higher Education, 17(2), 86-96.
Živkoviü, S. (2016). A Model of Critical Thinking as an Important Attribute for Success in the 21st Century. International Conference on Teaching and Learning English as an Additional Language, GlobELT 2016, 14-17 April 2016, Antalya, Turkey.
Arellano, A.; Cámara, N. & Tuesta, D. (2014). The effect of self-confidence on financial literacy. Working Paper, 14/28.
ATC21. (2012). Assessment & Teaching of 21st Century Skills. http://www.atc21s.org/
Bailin, S. and Siegel, H. (2003). Critical thinking. In Blake, N., Smeyers, P., Smith, R., and Standish, P. (Eds.). The Blackwell Guide to the Philosophy of Education (pp. 181-193). Blackwell.
Bărbuceanu, C. D. (2020). Visual teaching – using digitalised material to engage ESP students. Revista De Stiinte Politice, (67), 36-44.
Barros del Rio, M. A., Alcalde Peñalver, E. and Sigona, C. (2018). Aprendizaje de una lengua extranjera a través de la inferencia cultural y la reflexión crítica en literatura. En Jiménez Sánchez, D. (Coord.). Buenas Prácticas de Innovación docente (pp. 50-68). Universidad de San Jorge.
Battelle for Kids. (2007). P21 Partnership for 21st Century Learning. https://www.battelleforkids.org/networks/p21
Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. Jossey-Bass.
Brookfield, S. D. (1991). Developing Critical Thinkers: Challenging adults to explore alternative ways of thinking and acting. Open University Press.
Chaffee, J. (1994). Thinking critically. Houghton Mifflin.
Chmel, V. V. (2015). Use of Video Materials in Teaching English for Specific Purposes. Advanced Education, 0(4), 56–59. https://doi.org/10.20535/2410-8286.57163
Davies, P., & Lundholm, C. (2012). Students’ understanding of socio-economic phenomena: Conceptions about the free provision of goods and services. Journal of Economic Psychology, 33(1), 79–89. https://doi.org/10.1016/j.joep.2011.08.003
Dwee, C. Y., Anthony, E. M., Salleh, B. M., Kamarulzaman, R., & Kadir, Z. A. (2016). Creating Thinking Classrooms: Perceptions and Teaching Practices of ESP Practitioners. Procedia - Social and Behavioural Sciences, 232, 631–639. https://doi.org/10.1016/j.sbspro.2016.10.087
Erdem Mete, D. (2020). Fostering critical thinking skills in ELT through video-based reflection. Journal of Language and Linguistic Studies, 16(1), 104-125 http://10.17263/jlls.712662
Facione, P. (2011). Think critically. Prentice Hall.
Fry, R. and Parker, K. (2018). Early Benchmarks Show ‘Post-Millenials’ on Track to Be Most Diverse, Best-Educated Generation Yet. Pew Research Center. Social & Demographic Trends. https://www.pewresearch.org/social-trends/2018/11/15/early-benchmarks-show-post-millennials-on-track-to-be-most-diverse-best-educated-generation-yet/
Geske, A. & Grinfelds, A. (2006). Education Research. LU.
Halonen, J.S. (1996). On critical Thinking. Association for Psychological Science. https://www.psychologicalscience.org/observer/on-critical-thinking
Halpern, D. A. (1998). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69-74.
Januleviciene, V., & Kavaliauskiene, G. (2012). The development of critical thinking skills through self-evaluation in a tertiary ESP course. Socialiniu Mokslu Studijos, 4(4).
Karaa, I. E., & Kuğu, T. D. (2016). Determining advanced and basic financial literacy relations and overconfidence, and informative social media association of university students in Turkey. Educational Sciences: Theory & Practice, 16, 1865–1891.
Karapetian, A. O. (2020). Creating ESP-based language learning environment to foster critical thinking capabilities in students' papers. European Journal of Educational Research, 9(2), 717-728.
Kennedy, R. (2007). In-Class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills. International Journal of Teaching and Learning in Higher Education, 19(2), 183–190. https://www.isetl.org/ijtlhe/pdf/IJTLHE200.pdf
Kiryakova, A. V., Kolga, V. V., Yumatov, A. S., Smorchkova, V. P., Romanova, E. N., Tuganov, Y. N., & Fedulov, V. I. (2020). Student Representation of Mass Media as Tool for Forming Public Opinion. Online Journal of Communication and Media Technologies, 10(3). https://doi.org/10.29333/ojcmt/7934
xx
xx
Milosevic, D. (2017). Using video materials in English for technical sciences: a case study. In C. Sarré & Whyte (Eds.). New developments in ESP teaching and learning research, 15-30.
Morley, H.J. and Lawrence, M.S. (1972), The Use of Films in Teaching English as a Second Language. Language Learning, 22, 99-99. https://doi.org/10.1111/j.1467-1770.1972.tb00076.x
Nguyen, B. H., Haworth, P., & Hansen, S. (2019). Challenging ESP teacher beliefs about active learning in a Vietnamese university. Teacher Development, 23(3), 345. https://doi.org/10.1080/13664530.2019.1598481
Organisation for Economic Co-operation and Development, OECD. (2018). The Future of Education and Skills. Education 2030. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
Parsons, R., & Mamo, M. (2017). The source and impact of student preconceptions in economics principles classes. International Review of Economics Education, 25, 15–24. https://doi.org/10.1016/j.iree.2017.04.001
Roskosa, A. & Rupniece, D. (2016). Advantages and drawbacks of using group work in translator training. Procedia. Social and Behavioral Sciences, 231, 244-250. https://www.sciencedirect.com/science/article/pii/S1877042816312095
Rudeloff, M. (2019). The influence of informal learning opportunities on adolescents’ financial literacy. Empirical Research in Vocational Education and Training, 11(1). https://doi.org/10.1186/s40461-019-0086-y
Schwartz, D. L., Lin, X., & Holmes, J. (2003). Technologies for Learning from Intercultural Reflections. Intercultural Education, 14(3), 291-306.
Scriven, M., & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking.
Tapper, J. (2004). Student perceptions of how critical thinking is embedded in a degree program. Higher Education Research and Development, 23(2), 199-222.
UAH (2020). Financial Translation. Course Guide. https://www1.uah.es/estudios/asignaturas/descarga_fichero.asp?CodAsig=791026&CodPlan=G440&Anno=2020-21
Vanicheva, T., Kah, M. & Ponidelko, L. (2015). Critical thinking within the current framework of ESP curriculum in technical universities of Russia. Procedia – Social Behavioral Sciences, 199, 657-665. https://doi.org/10.1016/j.sbspro.2015.07.595
van, L. E., van Deursen Alexander, J. A. M., van Dijk Jan, A. G. M., & de, H. J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. Sage Open, 10(1). http://bv.unir.net:2145/10.1177/2158244019900176
Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), 24–28. https://doi.org/10.1207/s15328023top2201_8
Yunus, A. S. M., Hamzah, R., Tarmizi, R. A., Abu, R., Nor, S. M., Ismail, H., & Bakar, K. A. (2006). Problem-solving abilities of Malaysian university students. International Journal of Teaching and Learning in Higher Education, 17(2), 86-96.
Živkoviü, S. (2016). A Model of Critical Thinking as an Important Attribute for Success in the 21st Century. International Conference on Teaching and Learning English as an Additional Language, GlobELT 2016, 14-17 April 2016, Antalya, Turkey.
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Publicado
09-01-2022
Cómo citar
Alcalde, E., & Santamaría Urbieta, A. (2022). ¿De quién es la culpa? Las percepciones de los estudiantes respecto al sistema financiero de EE. UU. en una clase de inglés para fines específicos. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (37), 27–45. https://doi.org/10.30827/portalin.vi37.21016
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