Didactic sequences of Universidad de La Salle’s languages deparment english teachers: advancements and reflections around a research process

Abstract

This article is a preliminary report of the advances of a research project whose aim is to describe and characterize the didactic sequences that structure the teaching practices of six teachers of English of the Languages Department at Universidad de la Salle. Data collection includes class observations, teachers’ logs and interviews. The discussion focus on the advances obtained both during the piloting process carried out during 2006 and from the research process of the current year. From a constructivist perspective, the didactic sequences of the teachers are factual. It is observed that the structural bases of the didactic sequences are the language skills, the textbook and the teachers’ pedagogical criterion.