Chilean and American students in an interview project in English
DOI:
https://doi.org/10.61303/2735668X.v1i1.7Keywords:
Teaching innovation, language teaching, authentic material, culture, linguistic competenceAbstract
This article is based on a teaching innovation project where Chilean and American students participated in the creation of a textbook (Voices for global communication) which includes interviews to English native language speakers. It presents conversations with genuine American spoken English to be used in ESL teaching at the intermediate or pre-advanced level. This work aims to respond in which form it is possible to create a didactic resource based on what we know as authentic material in learning a second language, Larsen-Freeman (2011), Celce-Murcia (2014). The theoretical basis is presented through the specialized literature that describes and analyzes how useful is to appreciate culture, to read, to understand, to write, and to talk the language (variant) that is used by real people in daily life contexts in English speaking countries, Díaz Rico (2008). At the same time, the stages in which the project was developed are described, training Chilean college students to interview in English, the discourse analysis of the dialogues, activity design for the book, and the evaluation of the impact of the project through a questionnaire, checklist and focus group applied to the students who had the role of interviewers. The results shed light on the methodological strategies for the development of linguistic competence in Chilean university students, mainly those which are necessary to interview and interact with English native speakers, in this case, through a book that intends to promote cultural understanding and tolerance through the activities designed for its use.
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