Let’s make it easy!

Abstract

Conversation Clubs are a pedagogical tool that seeks to strengthen the learning of a foreign language, focusing on speaking and listening skills. These clubs are available to all students of the Departamento de Idiomas and are guided by teachers who are exclusively dedicated to them. There has been an increasing interest in the clubs heightening the need for pertinent practices that allows the achievement of goals required by the institution. In this sense, having a clear path for the teaching process is necessary for ensuring the accomplishment of the objectives of this important space. Taking this into account, as well as the teachers’ conceptions and theory, this guide clarifies and suggests procedures for the development of the clubs. Accordingly, this guide is divided into five main chapters. The first chapter deals with the conceptualization of the conversation club, starting with what is the Departamento de Idiomas and its importance for the community, providing an answer to the question what is a conversation club from theory and for the Departamento de Idiomas, then giving a difference between the concepts of aim, competence and learning outcome and how this will be reflected in the development of the conversation clubs, understanding that this is key for having a direction for each club. The second chapter is dedicated to the teaching practice of the teachers who are and will be in charge of the conversation clubs. This chapter includes the pedagogical model that Unidad Central del Valle del Cauca has for all the learning spaces, the approach and method proposed for the clubs related to the model established, and how this is reflected in the teacher role, followed by a suggestion of strategies and resources useful for the clubs. This chapter is key for the teaching process due to the fact that it gives important recommendations for the development of the clubs. In the third chapter a strategy for assessing the clubs is proposed, having in mind the importance of knowing if each session of the clubs is reaching the learning outcome focusing on the improvement of the students who regularly assist the clubs. The fourth chapter provides a model for the planning of the conversation club, where all of the explained in the previous chapters is reflected. The lesson plan model for the clubs is the tool for each Conversation Club teacher to have a clear direction for developing each club. In this stage, each professor will find that these plans can be suggestions for future clubs, so it also contains a part for recommendations given by each professor for the improvement of the clubs. The fifth and final chapter consists of understanding the importance reflecting of the teachers’ own practice has on the improvement of every teaching process and learning spaces. This final part suggests teachers to create a community of practice where every professor can benefit from their workmates. In this context, it is expected that this guide provides the teaching community with pedagogical elements that will enable them to recognize the didactics and methodologies that can be used in the Conversation Clubs, hoping that this guide and its information will become a tool for the planning, execution, and strengthening of the clubs, understanding their importance for the learning of a foreign language.