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Conflict as an Intrinsic and Constructive Element in the Social Relationships Involved in Primary Education English Teaching

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2021-06
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Conflict is an intrinsic reality both in society and in the educational context. Specifically in the teaching of English as a Foreign Language, various interacting groups are involved, giving rise to disputes. In this reality, conflict manifests itself from a variety of sources: educational beliefs, foreign language anxiety, culture, group work, homework, academic expectations and perceptions of authority. However, according to current literature, conflict has a constructive character that can be worked on in schools using conflict resolution techniques: rules of coexistence, consensus, conciliation, negotiation, mediation and problem-solving workshops. In this way, coexistence is improved and a more comfortable climate is achieved, benefiting the teaching-learning process. Also, included in this document is a project that organises conflict work in the classroom in a cross-curricular manner. Based on the macro and micro perspectives, a didactic approach to conflict is proposed for the areas that use English as a teaching medium. This paper concludes by stressing the importance of working on personal and emotional aspects in education.
El conflicto es una realidad intrínseca tanto en la sociedad como en el contexto educativo. Concretamente en la enseñanza del inglés como lengua extranjera, se ven involucrados varios grupos que interaccionan, dando lugar a disputas. En esta realidad el conflicto se manifiesta a partir de diversas fuentes: creencias educacionales, ansiedad por el idioma extranjero, cultura, trabajo en grupo, deberes, expectativas académicas y percepción de la autoridad. No obstante, de acuerdo con la literatura actual, el conflicto tiene un carácter constructivo que se puede trabajar en los centros a partir de técnicas de resolución de conflictos: reglas de convivencia, consenso, conciliación, negociación, mediación y talleres de resolución de problemas. Así, se mejora la convivencia y se consigue un clima más cómodo, beneficiando el proceso de enseñanza-aprendizaje. También se incluye en este documento un proyecto que organiza el trabajo del conflicto en el aula transversalmente. A partir de las perspectivas macro y micro se plantea un enfoque didáctico del conflicto en las áreas que usan el inglés como medio de enseñanza. Se concluye recalcando la importancia de trabajar aspectos personales y emocionales en la educación.
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Aprendizaje , Didáctica , Enseñanza de la lengua y la literatura , Pedagogía , Enseñanza primaria
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6104.03 Leyes del Aprendizaje , 58 Pedagogía , 58 Pedagogía , 5801.08 Enseñanza Programada
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