Comprehensive Sexual Education in the English pronunciation classroom

Autores
Huarte Cavassa, Luciana Aimé; Navalesi, Robertina
Año de publicación
2017
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
In 2006, the Comprehensive Sexual Education law was sanctioned in Argentina. Embracing all public and private educational environments, this law requires sexual education to be included cross-curricularly. It also states that the information transmitted needs to be up-to-date, promote gender equality and inclusion, and be applied according to the age and socio-economic background of the group members. What is more, it encourages teachers to consider students not as a homogeneous group but as diverse, cognitive, emotional, social and cultural individual beings. Since it was sanctioned, the law has fostered the educational community’s re-evaluation and renewal of teaching practices in different contexts. As students of the National University of La Pampa, we have witnessed this ongoing process in some of the subjects we have attended. However, we felt that in most of the subjects focused on pronunciation this re-evaluation and renewal was still lacking systematicity. In addition to our experience as students, we also collaborate as student assistants in the subject Phonetics and Phonology I. This is a teaching subject in charge of Mgr. Lilián Inés Ariztimuño, in which students who have successfully passed it are offered the possibility to participate in the process of planning the lessons. In this way, they are able to learn from the teachers in charge of the subject about the inner functioning of a university subject –i.e. which is the criteria and the pedagogical purpose followed when designing activities, lessons and exams, what to take into account when assessing learners, how to use different tools and different pedagogical approaches. Thus, while helping with the revision of the existent teaching materials as part of our contribution as student assistants of the subject, we suggested to take into consideration the requirements of the Comprehensive Sexual Education law. In this paper, we will share our experience adjusting and creating new materials as well as the preliminary outcomes after taking these materials to the classroom.
Trabajo publicado en Caldiz, A. y Rafaelli, V. (coords.) (2020). Exploraciones fonolingüísticas. V Jornadas Internacionales de Fonética y Fonología y I Jornadas Nacionales de Fonética y Discurso.
Facultad de Humanidades y Ciencias de la Educación
Materia
Humanidades
Letras
Sexual Education
English pronunciation
Nivel de accesibilidad
acceso abierto
Condiciones de uso
http://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
SEDICI (UNLP)
Institución
Universidad Nacional de La Plata
OAI Identificador
oai:sedici.unlp.edu.ar:10915/130235

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spelling Comprehensive Sexual Education in the English pronunciation classroomHuarte Cavassa, Luciana AiméNavalesi, RobertinaHumanidadesLetrasSexual EducationEnglish pronunciationIn 2006, the Comprehensive Sexual Education law was sanctioned in Argentina. Embracing all public and private educational environments, this law requires sexual education to be included cross-curricularly. It also states that the information transmitted needs to be up-to-date, promote gender equality and inclusion, and be applied according to the age and socio-economic background of the group members. What is more, it encourages teachers to consider students not as a homogeneous group but as diverse, cognitive, emotional, social and cultural individual beings. Since it was sanctioned, the law has fostered the educational community’s re-evaluation and renewal of teaching practices in different contexts. As students of the National University of La Pampa, we have witnessed this ongoing process in some of the subjects we have attended. However, we felt that in most of the subjects focused on pronunciation this re-evaluation and renewal was still lacking systematicity. In addition to our experience as students, we also collaborate as student assistants in the subject Phonetics and Phonology I. This is a teaching subject in charge of Mgr. Lilián Inés Ariztimuño, in which students who have successfully passed it are offered the possibility to participate in the process of planning the lessons. In this way, they are able to learn from the teachers in charge of the subject about the inner functioning of a university subject –i.e. which is the criteria and the pedagogical purpose followed when designing activities, lessons and exams, what to take into account when assessing learners, how to use different tools and different pedagogical approaches. Thus, while helping with the revision of the existent teaching materials as part of our contribution as student assistants of the subject, we suggested to take into consideration the requirements of the Comprehensive Sexual Education law. In this paper, we will share our experience adjusting and creating new materials as well as the preliminary outcomes after taking these materials to the classroom.Trabajo publicado en Caldiz, A. y Rafaelli, V. (coords.) (2020). <i>Exploraciones fonolingüísticas. V Jornadas Internacionales de Fonética y Fonología y I Jornadas Nacionales de Fonética y Discurso</i>.Facultad de Humanidades y Ciencias de la Educación2017-09info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionObjeto de conferenciahttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdf495-503http://sedici.unlp.edu.ar/handle/10915/130235enginfo:eu-repo/semantics/altIdentifier/isbn/978-950-34-1943-4info:eu-repo/semantics/reference/hdl/10915/113217info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0/Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLP2025-09-03T11:04:52Zoai:sedici.unlp.edu.ar:10915/130235Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-09-03 11:04:53.068SEDICI (UNLP) - Universidad Nacional de La Platafalse
dc.title.none.fl_str_mv Comprehensive Sexual Education in the English pronunciation classroom
title Comprehensive Sexual Education in the English pronunciation classroom
spellingShingle Comprehensive Sexual Education in the English pronunciation classroom
Huarte Cavassa, Luciana Aimé
Humanidades
Letras
Sexual Education
English pronunciation
title_short Comprehensive Sexual Education in the English pronunciation classroom
title_full Comprehensive Sexual Education in the English pronunciation classroom
title_fullStr Comprehensive Sexual Education in the English pronunciation classroom
title_full_unstemmed Comprehensive Sexual Education in the English pronunciation classroom
title_sort Comprehensive Sexual Education in the English pronunciation classroom
dc.creator.none.fl_str_mv Huarte Cavassa, Luciana Aimé
Navalesi, Robertina
author Huarte Cavassa, Luciana Aimé
author_facet Huarte Cavassa, Luciana Aimé
Navalesi, Robertina
author_role author
author2 Navalesi, Robertina
author2_role author
dc.subject.none.fl_str_mv Humanidades
Letras
Sexual Education
English pronunciation
topic Humanidades
Letras
Sexual Education
English pronunciation
dc.description.none.fl_txt_mv In 2006, the Comprehensive Sexual Education law was sanctioned in Argentina. Embracing all public and private educational environments, this law requires sexual education to be included cross-curricularly. It also states that the information transmitted needs to be up-to-date, promote gender equality and inclusion, and be applied according to the age and socio-economic background of the group members. What is more, it encourages teachers to consider students not as a homogeneous group but as diverse, cognitive, emotional, social and cultural individual beings. Since it was sanctioned, the law has fostered the educational community’s re-evaluation and renewal of teaching practices in different contexts. As students of the National University of La Pampa, we have witnessed this ongoing process in some of the subjects we have attended. However, we felt that in most of the subjects focused on pronunciation this re-evaluation and renewal was still lacking systematicity. In addition to our experience as students, we also collaborate as student assistants in the subject Phonetics and Phonology I. This is a teaching subject in charge of Mgr. Lilián Inés Ariztimuño, in which students who have successfully passed it are offered the possibility to participate in the process of planning the lessons. In this way, they are able to learn from the teachers in charge of the subject about the inner functioning of a university subject –i.e. which is the criteria and the pedagogical purpose followed when designing activities, lessons and exams, what to take into account when assessing learners, how to use different tools and different pedagogical approaches. Thus, while helping with the revision of the existent teaching materials as part of our contribution as student assistants of the subject, we suggested to take into consideration the requirements of the Comprehensive Sexual Education law. In this paper, we will share our experience adjusting and creating new materials as well as the preliminary outcomes after taking these materials to the classroom.
Trabajo publicado en Caldiz, A. y Rafaelli, V. (coords.) (2020). <i>Exploraciones fonolingüísticas. V Jornadas Internacionales de Fonética y Fonología y I Jornadas Nacionales de Fonética y Discurso</i>.
Facultad de Humanidades y Ciencias de la Educación
description In 2006, the Comprehensive Sexual Education law was sanctioned in Argentina. Embracing all public and private educational environments, this law requires sexual education to be included cross-curricularly. It also states that the information transmitted needs to be up-to-date, promote gender equality and inclusion, and be applied according to the age and socio-economic background of the group members. What is more, it encourages teachers to consider students not as a homogeneous group but as diverse, cognitive, emotional, social and cultural individual beings. Since it was sanctioned, the law has fostered the educational community’s re-evaluation and renewal of teaching practices in different contexts. As students of the National University of La Pampa, we have witnessed this ongoing process in some of the subjects we have attended. However, we felt that in most of the subjects focused on pronunciation this re-evaluation and renewal was still lacking systematicity. In addition to our experience as students, we also collaborate as student assistants in the subject Phonetics and Phonology I. This is a teaching subject in charge of Mgr. Lilián Inés Ariztimuño, in which students who have successfully passed it are offered the possibility to participate in the process of planning the lessons. In this way, they are able to learn from the teachers in charge of the subject about the inner functioning of a university subject –i.e. which is the criteria and the pedagogical purpose followed when designing activities, lessons and exams, what to take into account when assessing learners, how to use different tools and different pedagogical approaches. Thus, while helping with the revision of the existent teaching materials as part of our contribution as student assistants of the subject, we suggested to take into consideration the requirements of the Comprehensive Sexual Education law. In this paper, we will share our experience adjusting and creating new materials as well as the preliminary outcomes after taking these materials to the classroom.
publishDate 2017
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