A diagnosis of professor's CBI competences at the undergraduate English teaching program at Fundación Universitaria Colombo Internacional

Abstract

This study aimed to identify the CBI competences of professors that teach subjects in English at an undergraduate English teaching program. It used an analytical-descriptive case study developed through focal groups, observations, surveys and tests. The study units were ten professors, 242 students and 23 subjects. The results suggest that most of the professors need opportunities to improve their CBI competences to be able to fulfill all the requirements that this approach have in terms of teacher development. The present study corroborates what literature shows in regards to the artificial separation of content and language objectives in traditional classes since it demonstrates how some professors that teach subjects in English in a teacher education program lack the necessary competences to consciously integrate content and language objectives. Therefore, a training development program should be carried out in order to improve pedagogical actions in the content classes taught in English.