Curriculum organization in English language teaching for communication in training

Abstract

This work addressed some inadequacies in the theory and practice of foreign language teacher training, focused on the pedagogical professional orientation exercised in the teaching-learning process of the English Didactics, which limited it to solve professional problems in the spheres of action, with emphasis on oral and written communication. A characterization of this particular Didactics for training was made, which addressed both what is taught and what is learned to achieve the development of oral and written communication skills in students. Its foundations were systematized from theoretical and methodological perspectives, the actions of a Didactic strategy favoured by curriculum organizers were designed for the presentation, practice and evaluation of the linguistic content, which were then subjected to evaluation by means of experts' criteria to corroborate reliability, feasibility and importance of its use in the subjects of the above-mentioned discipline. Among the results achieved, we show the curriculum organizers, components and indicators that facilitate the formation of the Didactic coherence of foreign language teacher, to teach oral and written communication and develop their micro-skills, as well as the use of dissimilar methodologies according to the learning and development of communication in other formative contexts.