Tour Guide Training based on Heritage Interpretation
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Published:
Jul 5, 2021
Keywords:
Varadero touristic destination; tour guide ‘training; heritage interpretation; knowledge and skills system; guide services tendencies.
Main Article Content
Abstract
The tourism resurging needs the development of professional skills in the tour guides to impel the reinventing of this sector. It is necessary to develop their ability to think, to act, to appreciate the history, the culture and to interpret the local heritage. The Tourism Ministry ‘Territorial Training Center from Varadero destination, imparts a training to the new applicants in the incoming agencies and it offers the elementary tools to optimize the destination image and competitiveness in the Caribbean. But the training courses modernization for this professional, implies the knowledge and analysis of the international guided services tendencies and the incoming travel agencies demands of the tourist destination. Regarding that, it proposes the design of a knowledge and skills system for the tour guide's professional formation, in order to improve their competences to interpret the local heritage.
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How to Cite
Sánchez Jorge, T., Jiménez Valero, B., & Bordón Gómez, Y. (2021). Tour Guide Training based on Heritage Interpretation. Explorador Digital, 5(3), 17-37. https://doi.org/10.33262/exploradordigital.v5i3.1750
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References
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Beltrán, M. (2017). English learning as a foreing language. Boletín virtual, 6(4), 91-98. https://revista.redipe.org/index.php/1/article/view/227
Beltrán, M. (2018). Design of a didactic strategy to develop oral skills at unified general high school. Editorial 3 Ciencias Área de Innovación y Desarrollo, SL.
Calderón, J. & Alzamora, L. (2018). Research designs for postgraduate thesis. Revista Peruana de Psicología y Trabajo Social, 7(2), 71-76. https://doi.org/10.32544/psicologia.v7i2.660
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Castro-Miranda, G., Parra, J. & Calzadilla, G. (2018). The communication is a management competence at education: a look from the ICT teaching-learning process. RITI Journal, 6(11), 48-54. https://www.riti.es/ojs2018/inicio/index.php/riti/article/view/86/0
Castro, Y., Abreus, A. & Hernández, P. (April 11-13, 2016). Perspectives for teaching english at Higher Education Institutes in Ecuador. [Paper] II International Congress of Pedagogic Sciences, Guayaquil, Ecuador. https://www.pedagogia.edu.ec/public/docs/Comision_10/perspectivas_para_la_ensenanza_del_ingles.pdf
Chávez-Choque, L. (2016). Communicative competence developing oral expression in English to students of a Higher Education. [Master’s Thesis, Universidad César Vallejo]. https://repositorio.ucv.edu.pe/handle/20.500.12692/7609
Chávez, M., Saltos, M. & Saltos, C. (2017). The importance of learning and knowledge of the English language in Higher Education. Dominio de las Ciencias, 3, 759-771. https://doi.org/10.23857/dc.v3i3
Chiroque, C. (2020). English teacher´s criteria about teaching grammar from the communicative approach, at the secondary level of public schools in the district of Piura. [Diploma Paper, Universidad de Piura]. https://pirhua.udep.edu.pe/handle/11042/4645
Escalona, E., Frías, Y. & Fonseca, M. (2020). Cooperative learning as a procedure for developing the english communicative competence in the cuban educational system. Encuentro, Revista del Departamento de Filología Moderna, 28, 3-16. https://dialnet.unirioja.es/servlet/articulo?codigo=7342628
Fabre, P., Calero, J. & Albán, J. (2016). Impact of the differentiated education in the teaching of english as a foreing language in the Ecuador. Didáctica y Educación, VII(2), 109-122. http://revistas.ult.edu.cu/index.php/didascalia/article/view/479
Farabi, M., Hassanvand, S. & Gorjian, B. (2017). Using guided oral presentation in teaching english language learners’ speaking skills. Journal of Applied Linguistics and Language Learning, 3(1), 17-24. https://doi.org/10.5923/j.jalll.20170301.03
Fuertes, B. (2017). Synergy of main active methods for the communicative competence in English language. Case: students from the Language Center of the Faculty of Health Sciences of the National University of Chimborazo. [Doctoral Thesis, Universidad Nacional Mayor de San Marcos]. http://cybertesis.unmsm.edu.pe/handle/20.500.12672/5677
García-Sanz, E. (2020). Assessment of the own progress in oral communication skills vs the importance given to self-assessment criteria. Lenguaje, 48(1), 38-59. https://doi.org/10.25100/lenguaje.v48i1.6571
Halbach, A. (2019). English in CLIL times: a propousal for a new methodology to English classes. Padres y maestros, 387, 6-10. https://doi.org/10.14422/pym.i378.y2019.001
Hilinger, A. & Pérez, V. (2019). Comparative analysis and evaluation of the quality of electronic resources to learn foreing languages: The case of Cambridge English and Aveteca. Revista de Educación Mediática y TIC, 8(1), 36-54. https://doi.org/https://doi.org/10.21071/edmetic.v8i1.11156
Kim, K., Hwang, J. & Zo, H. (2016). Understanding’s users continuance intention toward smartphone augmented reality applications. Sage Journals, 32(2). https://journals.sagepub.com/doi/abs/10.1177/0266666914535119
Leong, L. & Masoumeh, S. (2017). An analysis of factors influencing learner’s english speaking skill. International Journal of Research in English Education, 34-42. www.ijreeonline.com
Loor, L., Palma, M., Saltos, L. & Bolívar, O. (2018). Cooperative learning strategy to teach English language in the public schools of Ecuador. Dominio de las Ciencias, 4(3), 431-448. https://doi.org/10.23857/dc.v4i3.817
Lorenzo, B. (2019). Google Classroom: a teaching tool to reading comprehension and written expression skills in English. [Master’s Thesis, Universidad de la Laguna]. https://riull.ull.es/xmlui/bitstream/handle/915/17304/Google Classroom como herramienta didactica para trabajar las destrezas de comprension lectora y de expresion escrita en ingles.pdf?sequence=1
Marañón, D., González, M., Álvarez, M. & Cañizares, N. (2018). Practical activities to improve oral expression in english for medicine students. Panorama Cuba y Salud, 13(Especial), 375-379. https://journals.sagepub.com/doi/abs/10.1177/0266666914535119
Ministry of Education of Chile. (2020). General orientations to guide learning’s students for distance modality in Higher Education Institutes. Indications to the Actions Plan for Covid-19. Chile Goverment. https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/14670/
Nofuentes, M. (2019). Methodological approaches in the teaching of English as a foreign language. Intervention proposal: task approach and CLIL.
[Diploma Paper, Universidad de Valladolid], 2018-2019. https://core.ac.uk/reader/250407290
Oxford, R. (2001). Integrated skills in the ESL / EFL classroom. ESL Magazine, 6(1). https://files.eric.ed.gov/fulltext/ED456670.pdf
Parrales, M., Sornoza, D., Cano, R. & Moreira, M. (2018). A look about communication in Higher Education. Polo del Conocimiento, 3(6), 277-289. https://doi.org/10.23857/pc.v3i6.525
Pinto, A. (2019). Determination of the most effective method for teaching English as a foreign language in speaking ability for Colombian adolescents from the comparative analysis of the four most used methods. [Specialization’s Thesis, Universidad Nacional Abierta y a Distancia, Pamplona]. https://repository.unad.edu.co/handle/10596/26308
Quiñonez, J. (2016). Communicative approach to teaching English as a foreign language.
[Master’s Thesis, Pontificia Universidad Católica del Ecuador, Sede Esmeraldas]. https://repositorio.pucese.edu.ec/handle/123456789/616
Reyes, S., Robayo, J., Sánchez, A., Torres, Y. & Guarnizo, F. (2020). Continuing education strategy to improve the practices of teaching English as a foreing language through the CLIL approach in the first grade of elementary school at the San Isidoro Educational Institution. La revista investigación, desarrollo, educación, servicio, trabajo, 1(1), 62-73. http://www.revista.fundes.edu.co/index.php/revista/article/view/5
Richards, J. (2006). Communicative language teaching today. Cambridge University Press.
Richards, J. & Rodgers, T. (2014). Approaches and methods in language teaching. Cambidge University Press.
Rivera, M. (2020). Using Google Classroom platform to oral and written skills promotion in L2 (English) of third grade students in a public educational institution.
[Master’s Thesis, Universidad del Norte, Barranquilla]. http://manglar.uninorte.edu.co/handle/10584/9268#page=1
Sánchez, J. & Pérez, O. (2020). Communicative approach in the teaching-learning process of english as a foreign language. Revista ConCiencia EPG, 5(2), 1-14. https://doi.org/https://doi.org/10.32654/CONCIENCIAEP
Sung, Y., Chang, S. & Liu, T. (2016). The effects of integrating mobile device whith teaching and learning on student’s learning performance. A meta- analysis and research synthesis. Elsevier Computers & Education, 94, 252-275. https://www.sciencedirect.com/science/article/pii/S0360131515300804
Toro, V., Camacho, G., Pinza, E. & Paredes, F. (2019). The use of the communicative language teaching approach to improve students’ oral skills. English Language Teaching, 12(1), 110-118. https://doi.org/10.5539/elt.v12n1p110
Veloz, L. & Mancero, W. (2017). A look at teaching and learning of English language. Polo del Conocimiento, 2(4), 203-212. https://doi.org/10.23857/pc.v2i4.275
Weeden, P., Winter, J. & Broadfoot, P. (2002). Assessment, What´s in it for school? Routledge Falmer.
Willis, D., & Willis J. (2013). Doing Task-based Teaching. Oxford University Press.
Almanza, E., García, M. & Jiménez, Y. (2019). Developing and evaluating university students discursive competence: a training strategy for teachers. Transformación, 15(3), 424-435. http://scielo.sld.cu/scielo.php?pid=S2077-29552019000300342&script=sci_arttext&tlng=en
Arcila, K. & Velazco, S. (2016). Influence of the task approach in the development of the comprehension and oral expression capacities of the English language of the students of the first year «A» of Secondary of the Educational Institution Manuel González Prada of Chimbote. [Diploma Paper, Universidad Nacional del Santa]. http://repositorio.uns.edu.pe/handle/UNS/2882
Aristizabal, P., Marín, J. & González, J. (2020). Vivential tasks as didactic strategy in teaching english. Revista Boletín REDIPE, 9(5), 209-220. https://revista.redipe.org/index.php/1/article/view/989
Barrera, H. & Barragán, T. (2017). English-spanish linguistic competences in ecuadorian educative system. Revista Electrónica Formación y Calidad Educativa, 5(2), 33-42. http://refcale.uleam.edu.ec/index.php/refcale/article/view/1596
Beltrán, M. (2017). English learning as a foreing language. Boletín virtual, 6(4), 91-98. https://revista.redipe.org/index.php/1/article/view/227
Beltrán, M. (2018). Design of a didactic strategy to develop oral skills at unified general high school. Editorial 3 Ciencias Área de Innovación y Desarrollo, SL.
Calderón, J. & Alzamora, L. (2018). Research designs for postgraduate thesis. Revista Peruana de Psicología y Trabajo Social, 7(2), 71-76. https://doi.org/10.32544/psicologia.v7i2.660
Carrera, G. & Saulo, J. (2015). Productive skills development in English language of college students. Revista Electrónica Formación y Calidad Educativa, 3(3), 89-109. http://www.refcale.uleam.edu.ec/index.php/refcale/article/view/431
Castro-Miranda, G., Parra, J. & Calzadilla, G. (2018). The communication is a management competence at education: a look from the ICT teaching-learning process. RITI Journal, 6(11), 48-54. https://www.riti.es/ojs2018/inicio/index.php/riti/article/view/86/0
Castro, Y., Abreus, A. & Hernández, P. (April 11-13, 2016). Perspectives for teaching english at Higher Education Institutes in Ecuador. [Paper] II International Congress of Pedagogic Sciences, Guayaquil, Ecuador. https://www.pedagogia.edu.ec/public/docs/Comision_10/perspectivas_para_la_ensenanza_del_ingles.pdf
Chávez-Choque, L. (2016). Communicative competence developing oral expression in English to students of a Higher Education. [Master’s Thesis, Universidad César Vallejo]. https://repositorio.ucv.edu.pe/handle/20.500.12692/7609
Chávez, M., Saltos, M. & Saltos, C. (2017). The importance of learning and knowledge of the English language in Higher Education. Dominio de las Ciencias, 3, 759-771. https://doi.org/10.23857/dc.v3i3
Chiroque, C. (2020). English teacher´s criteria about teaching grammar from the communicative approach, at the secondary level of public schools in the district of Piura. [Diploma Paper, Universidad de Piura]. https://pirhua.udep.edu.pe/handle/11042/4645
Escalona, E., Frías, Y. & Fonseca, M. (2020). Cooperative learning as a procedure for developing the english communicative competence in the cuban educational system. Encuentro, Revista del Departamento de Filología Moderna, 28, 3-16. https://dialnet.unirioja.es/servlet/articulo?codigo=7342628
Fabre, P., Calero, J. & Albán, J. (2016). Impact of the differentiated education in the teaching of english as a foreing language in the Ecuador. Didáctica y Educación, VII(2), 109-122. http://revistas.ult.edu.cu/index.php/didascalia/article/view/479
Farabi, M., Hassanvand, S. & Gorjian, B. (2017). Using guided oral presentation in teaching english language learners’ speaking skills. Journal of Applied Linguistics and Language Learning, 3(1), 17-24. https://doi.org/10.5923/j.jalll.20170301.03
Fuertes, B. (2017). Synergy of main active methods for the communicative competence in English language. Case: students from the Language Center of the Faculty of Health Sciences of the National University of Chimborazo. [Doctoral Thesis, Universidad Nacional Mayor de San Marcos]. http://cybertesis.unmsm.edu.pe/handle/20.500.12672/5677
García-Sanz, E. (2020). Assessment of the own progress in oral communication skills vs the importance given to self-assessment criteria. Lenguaje, 48(1), 38-59. https://doi.org/10.25100/lenguaje.v48i1.6571
Halbach, A. (2019). English in CLIL times: a propousal for a new methodology to English classes. Padres y maestros, 387, 6-10. https://doi.org/10.14422/pym.i378.y2019.001
Hilinger, A. & Pérez, V. (2019). Comparative analysis and evaluation of the quality of electronic resources to learn foreing languages: The case of Cambridge English and Aveteca. Revista de Educación Mediática y TIC, 8(1), 36-54. https://doi.org/https://doi.org/10.21071/edmetic.v8i1.11156
Kim, K., Hwang, J. & Zo, H. (2016). Understanding’s users continuance intention toward smartphone augmented reality applications. Sage Journals, 32(2). https://journals.sagepub.com/doi/abs/10.1177/0266666914535119
Leong, L. & Masoumeh, S. (2017). An analysis of factors influencing learner’s english speaking skill. International Journal of Research in English Education, 34-42. www.ijreeonline.com
Loor, L., Palma, M., Saltos, L. & Bolívar, O. (2018). Cooperative learning strategy to teach English language in the public schools of Ecuador. Dominio de las Ciencias, 4(3), 431-448. https://doi.org/10.23857/dc.v4i3.817
Lorenzo, B. (2019). Google Classroom: a teaching tool to reading comprehension and written expression skills in English. [Master’s Thesis, Universidad de la Laguna]. https://riull.ull.es/xmlui/bitstream/handle/915/17304/Google Classroom como herramienta didactica para trabajar las destrezas de comprension lectora y de expresion escrita en ingles.pdf?sequence=1
Marañón, D., González, M., Álvarez, M. & Cañizares, N. (2018). Practical activities to improve oral expression in english for medicine students. Panorama Cuba y Salud, 13(Especial), 375-379. https://journals.sagepub.com/doi/abs/10.1177/0266666914535119
Ministry of Education of Chile. (2020). General orientations to guide learning’s students for distance modality in Higher Education Institutes. Indications to the Actions Plan for Covid-19. Chile Goverment. https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/14670/
Nofuentes, M. (2019). Methodological approaches in the teaching of English as a foreign language. Intervention proposal: task approach and CLIL.
[Diploma Paper, Universidad de Valladolid], 2018-2019. https://core.ac.uk/reader/250407290
Oxford, R. (2001). Integrated skills in the ESL / EFL classroom. ESL Magazine, 6(1). https://files.eric.ed.gov/fulltext/ED456670.pdf
Parrales, M., Sornoza, D., Cano, R. & Moreira, M. (2018). A look about communication in Higher Education. Polo del Conocimiento, 3(6), 277-289. https://doi.org/10.23857/pc.v3i6.525
Pinto, A. (2019). Determination of the most effective method for teaching English as a foreign language in speaking ability for Colombian adolescents from the comparative analysis of the four most used methods. [Specialization’s Thesis, Universidad Nacional Abierta y a Distancia, Pamplona]. https://repository.unad.edu.co/handle/10596/26308
Quiñonez, J. (2016). Communicative approach to teaching English as a foreign language.
[Master’s Thesis, Pontificia Universidad Católica del Ecuador, Sede Esmeraldas]. https://repositorio.pucese.edu.ec/handle/123456789/616
Reyes, S., Robayo, J., Sánchez, A., Torres, Y. & Guarnizo, F. (2020). Continuing education strategy to improve the practices of teaching English as a foreing language through the CLIL approach in the first grade of elementary school at the San Isidoro Educational Institution. La revista investigación, desarrollo, educación, servicio, trabajo, 1(1), 62-73. http://www.revista.fundes.edu.co/index.php/revista/article/view/5
Richards, J. (2006). Communicative language teaching today. Cambridge University Press.
Richards, J. & Rodgers, T. (2014). Approaches and methods in language teaching. Cambidge University Press.
Rivera, M. (2020). Using Google Classroom platform to oral and written skills promotion in L2 (English) of third grade students in a public educational institution.
[Master’s Thesis, Universidad del Norte, Barranquilla]. http://manglar.uninorte.edu.co/handle/10584/9268#page=1
Sánchez, J. & Pérez, O. (2020). Communicative approach in the teaching-learning process of english as a foreign language. Revista ConCiencia EPG, 5(2), 1-14. https://doi.org/https://doi.org/10.32654/CONCIENCIAEP
Sung, Y., Chang, S. & Liu, T. (2016). The effects of integrating mobile device whith teaching and learning on student’s learning performance. A meta- analysis and research synthesis. Elsevier Computers & Education, 94, 252-275. https://www.sciencedirect.com/science/article/pii/S0360131515300804
Toro, V., Camacho, G., Pinza, E. & Paredes, F. (2019). The use of the communicative language teaching approach to improve students’ oral skills. English Language Teaching, 12(1), 110-118. https://doi.org/10.5539/elt.v12n1p110
Veloz, L. & Mancero, W. (2017). A look at teaching and learning of English language. Polo del Conocimiento, 2(4), 203-212. https://doi.org/10.23857/pc.v2i4.275
Weeden, P., Winter, J. & Broadfoot, P. (2002). Assessment, What´s in it for school? Routledge Falmer.
Willis, D., & Willis J. (2013). Doing Task-based Teaching. Oxford University Press.