M. Forero, L. Moreno, Jonny F. Bernal, J. Torres, A. L. Martínez
Se ha demostrado que el material audiovisual subtitulado es una herramienta que facilita el aprendizaje de una lengua extranjera. Tradicionalmente, el subtitulado se presenta en la parte inferior de la pantalla, pero investigaciones recientes han mostrado los beneficios de integrar los subtítulos dentro de la imagen visual (y no al margen inferior), ya que, al reducir la cantidad de movimientos oculares, se reducen, a su vez, el estrés y la carga cognitiva, posibilitando una mejor comprensión de la información. Esta investigación estudia la incidencia que pueden tener los (sub)títulos integrados, intervenidos con leyes de la Gestalt y un efecto visual deíctico en la comprensión oral de francés como lengua extranjera. En este estudio de tipo confirmatorio participaron dos grupos de estudiantes de francés, a quienes se les aplicó un test de comprensión oral con el fin de comparar dos estímulos: un video en francés con (sub)títulos integrados (estímulo 1) y el mismo video con (sub)títulos integrados deícticos (estímulo 2). Los resultados indican que los (sub)títulos integrados deícticos mejoran la comprensión oral en estudiantes de francés en la medida en que facilitan la asociación de la información visual con la auditiva.
{"title":"Los subtítulos integrados deícticos favorecen la comprensión oral en el aprendizaje de francés como lengua extranjera cuando se usan en material didáctico audiovisual","authors":"M. Forero, L. Moreno, Jonny F. Bernal, J. Torres, A. L. Martínez","doi":"10.14483/22487085.18070","DOIUrl":"https://doi.org/10.14483/22487085.18070","url":null,"abstract":"Se ha demostrado que el material audiovisual subtitulado es una herramienta que facilita el aprendizaje de una lengua extranjera. Tradicionalmente, el subtitulado se presenta en la parte inferior de la pantalla, pero investigaciones recientes han mostrado los beneficios de integrar los subtítulos dentro de la imagen visual (y no al margen inferior), ya que, al reducir la cantidad de movimientos oculares, se reducen, a su vez, el estrés y la carga cognitiva, posibilitando una mejor comprensión de la información. Esta investigación estudia la incidencia que pueden tener los (sub)títulos integrados, intervenidos con leyes de la Gestalt y un efecto visual deíctico en la comprensión oral de francés como lengua extranjera. En este estudio de tipo confirmatorio participaron dos grupos de estudiantes de francés, a quienes se les aplicó un test de comprensión oral con el fin de comparar dos estímulos: un video en francés con (sub)títulos integrados (estímulo 1) y el mismo video con (sub)títulos integrados deícticos (estímulo 2). Los resultados indican que los (sub)títulos integrados deícticos mejoran la comprensión oral en estudiantes de francés en la medida en que facilitan la asociación de la información visual con la auditiva.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45447012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research assessed the use of multimodal texts for vocabulary acquisition and retention of 18 EFL young learners from 6th grade aged between 11 and 12 years and enrolled in a primary school in Chile. The multimodal texts (memes) were designed by the researchers and selected to meet different criteria in terms of vocabulary. To gather information, three vocabulary tests were administered: before, right after, and two weeks after the end of the intervention. The data from the tests were analyzed with descriptive statistics, while the focus groups were interpreted with the content analysis technique. The results reveal an increase in the acquisition and retention of the selected vocabulary. Furthermore, the focus group conducted with the students shows that young learners value the acquisition of English as a foreign language, especially through the use of vocabulary. Finally, the use of multimodal texts in the classroom is perceived by students as an innovative and fun way to learn.
{"title":"Increasing Vocabulary Acquisition and Retention in EFL Young Learners through the Use of Multimodal Texts (Memes)","authors":"Pablo Aedo, Claudia Millafilo","doi":"10.14483/22487085.18312","DOIUrl":"https://doi.org/10.14483/22487085.18312","url":null,"abstract":"This research assessed the use of multimodal texts for vocabulary acquisition and retention of 18 EFL young learners from 6th grade aged between 11 and 12 years and enrolled in a primary school in Chile. The multimodal texts (memes) were designed by the researchers and selected to meet different criteria in terms of vocabulary. To gather information, three vocabulary tests were administered: before, right after, and two weeks after the end of the intervention. The data from the tests were analyzed with descriptive statistics, while the focus groups were interpreted with the content analysis technique. The results reveal an increase in the acquisition and retention of the selected vocabulary. Furthermore, the focus group conducted with the students shows that young learners value the acquisition of English as a foreign language, especially through the use of vocabulary. Finally, the use of multimodal texts in the classroom is perceived by students as an innovative and fun way to learn.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45317127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La política lingüística es un medio por el cual se puede influir en la estructura, función, uso o adquisición de una lengua. Además, se compone de un conjunto de elementos implícitos y explícitos, como las prácticas, creencias e ideologías lingüísticas y documentos o normativas oficiales. Dado que este es un tema de creciente interés para la comunidad académica y científica, este artículo busca revisar la literatura sobre política lingüística en dos fases. Primero, una búsqueda en la base de datos Scopus, para identificar tendencias y perspectivas teóricas, mediante el uso de herramientas bibliométricas. Luego, una selección de artículos y tesis doctorales, para ser analizados e identificar el abordaje teórico y metodológico de los estudios sobre política lingüística en el contexto internacional, latinoamericano y colombiano. Los hallazgos sugieren cuatro perspectivas teóricas sobre política lingüística: estructural, imperialismo lingüístico, sociocultural y multicapas. Además, actualmente se están desarrollando estudios cualitativos con diferentes enfoques metodológicos, como el análisis textual, el análisis crítico del discurso, el enfoque interpretativo y la investigación acción. En Colombia existe una clara tendencia hacia estudios basados en las perspectivas teóricas del imperialismo lingüístico y el enfoque sociocultural, con enfoques metodológicos basados en el análisis crítico del discurso y el análisis interpretativo.
{"title":"Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano","authors":"Reinelio Morales Llano","doi":"10.14483/22487085.18130","DOIUrl":"https://doi.org/10.14483/22487085.18130","url":null,"abstract":"La política lingüística es un medio por el cual se puede influir en la estructura, función, uso o adquisición de una lengua. Además, se compone de un conjunto de elementos implícitos y explícitos, como las prácticas, creencias e ideologías lingüísticas y documentos o normativas oficiales. Dado que este es un tema de creciente interés para la comunidad académica y científica, este artículo busca revisar la literatura sobre política lingüística en dos fases. Primero, una búsqueda en la base de datos Scopus, para identificar tendencias y perspectivas teóricas, mediante el uso de herramientas bibliométricas. Luego, una selección de artículos y tesis doctorales, para ser analizados e identificar el abordaje teórico y metodológico de los estudios sobre política lingüística en el contexto internacional, latinoamericano y colombiano. Los hallazgos sugieren cuatro perspectivas teóricas sobre política lingüística: estructural, imperialismo lingüístico, sociocultural y multicapas. Además, actualmente se están desarrollando estudios cualitativos con diferentes enfoques metodológicos, como el análisis textual, el análisis crítico del discurso, el enfoque interpretativo y la investigación acción. En Colombia existe una clara tendencia hacia estudios basados en las perspectivas teóricas del imperialismo lingüístico y el enfoque sociocultural, con enfoques metodológicos basados en el análisis crítico del discurso y el análisis interpretativo.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49468984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As digital techonology advances, geographically distant learners have been engaging in cross-cultural communication and negotiation via telecollaborative projects. Research has shown that negotiation of meaning is crucial for effective communication in these scenarios, nonetheless, more studies are needed to investigate other types of negotiation, given its importance for establishing cooperation. This paper aims at exploring the negotiation patterns between dyads in 10 sessions selected from Multimodal Teletandem Corpus and provides a working definition of negotiation in telecollaboration. Participants, who were university students in Brazil and abroad and were enrolled in language classes, met online to help with practicing each other’s language and were expected to exchange information about themselves in the first synchronous session. Through a qualitative analysis of the transcripts of the 10 sessions, we identified moments in which the conversation was suspended to negotiate meaning, technology issues, separation of languages, and aspects related to the tasks requested by their professors. Our analysis shows that negotiation in telecollaboration may be motivated by aspects internal to the conversation, such as meaning, or by external factors, as with problems with equipments, tasks, or with deciding the language to speak. Findings suggest that negotiation serves an essential purpose as it allows participants to make collaborative decisions and resolve conflicts that, otherwise, could prevent conversation to continue. Results may prove useful for researchers and practicioners interested in telecollaboration, who design and guide participants through learning in such contexts.
{"title":"Towards a Working Definition of Negotiation in Telecollaboration: Analysis of Teletandem Oral Sessions","authors":"Solange Aranha, Laura Rampazzo","doi":"10.14483/22487085.17191","DOIUrl":"https://doi.org/10.14483/22487085.17191","url":null,"abstract":"As digital techonology advances, geographically distant learners have been engaging in cross-cultural communication and negotiation via telecollaborative projects. Research has shown that negotiation of meaning is crucial for effective communication in these scenarios, nonetheless, more studies are needed to investigate other types of negotiation, given its importance for establishing cooperation. This paper aims at exploring the negotiation patterns between dyads in 10 sessions selected from Multimodal Teletandem Corpus and provides a working definition of negotiation in telecollaboration. Participants, who were university students in Brazil and abroad and were enrolled in language classes, met online to help with practicing each other’s language and were expected to exchange information about themselves in the first synchronous session. Through a qualitative analysis of the transcripts of the 10 sessions, we identified moments in which the conversation was suspended to negotiate meaning, technology issues, separation of languages, and aspects related to the tasks requested by their professors. Our analysis shows that negotiation in telecollaboration may be motivated by aspects internal to the conversation, such as meaning, or by external factors, as with problems with equipments, tasks, or with deciding the language to speak. Findings suggest that negotiation serves an essential purpose as it allows participants to make collaborative decisions and resolve conflicts that, otherwise, could prevent conversation to continue. Results may prove useful for researchers and practicioners interested in telecollaboration, who design and guide participants through learning in such contexts.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48275903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study examined the frequency of emotions experienced by 845 (F=448, M=397) secondary school students, in the city of Veracruz, Mexico, who self-reported their experience of eight achievement emotions, included in Pekrun’s (2006) framework, while attending foreign language classes. The students answered the Short Version of the Academic Emotions Questionnaire for Filipinos (S-AEQ-F) (King, 2010), with the results revealing a higher frequency of hope, pride, and enjoyment, while hopelessness, anger, and boredom were reported with lower frequency levels. Although female and male students seem to experience the same emotions, a statistical difference was found for the experience of pride, anxiety, and shame by female learners. Results also indicate that female students self-reported being more proficient in English than their male counterparts. The results of the study and the implications for language learning are also presented.
{"title":"Emotions Experienced by Secondary School Students in English Classes in Mexico.","authors":"Mariza G. Méndez López","doi":"10.14483/22487085.18401","DOIUrl":"https://doi.org/10.14483/22487085.18401","url":null,"abstract":"The present study examined the frequency of emotions experienced by 845 (F=448, M=397) secondary school students, in the city of Veracruz, Mexico, who self-reported their experience of eight achievement emotions, included in Pekrun’s (2006) framework, while attending foreign language classes. The students answered the Short Version of the Academic Emotions Questionnaire for Filipinos (S-AEQ-F) (King, 2010), with the results revealing a higher frequency of hope, pride, and enjoyment, while hopelessness, anger, and boredom were reported with lower frequency levels. Although female and male students seem to experience the same emotions, a statistical difference was found for the experience of pride, anxiety, and shame by female learners. Results also indicate that female students self-reported being more proficient in English than their male counterparts. The results of the study and the implications for language learning are also presented.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47137639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This current study explores how video sharing and online discussions promote learning autonomy in English language classes in a public university for the duration of the quarantine established by the Colombian government during the coronavirus pandemic. This study was conducted with 127 engineering and administration undergraduates from a public university in the department of Boyacá. This was a qualitative case study which intended to identify the extent video sharing and online discussions increase learner’s autonomy behaviors in English language learning .The instruments for data collection were student journal, student artifact, including video recordings and online discussions, interviews, and questionnaires. An open coding analysis was utilized and the results revealed that the degree of autonomous behaviors gradually could be fostered by the implementation of video sharing. Results also indicated that students are receptive to online writing discussions and showed how motivation plays a vital role in learning English and the achievement of own learning goals.
{"title":"Exploring autonomous language learning behaviors through video sharing and online discussions in higher education","authors":"Marian Olaya, Willian Mora","doi":"10.14483/22487085.17827","DOIUrl":"https://doi.org/10.14483/22487085.17827","url":null,"abstract":"This current study explores how video sharing and online discussions promote learning autonomy in English language classes in a public university for the duration of the quarantine established by the Colombian government during the coronavirus pandemic. This study was conducted with 127 engineering and administration undergraduates from a public university in the department of Boyacá. This was a qualitative case study which intended to identify the extent video sharing and online discussions increase learner’s autonomy behaviors in English language learning .The instruments for data collection were student journal, student artifact, including video recordings and online discussions, interviews, and questionnaires. An open coding analysis was utilized and the results revealed that the degree of autonomous behaviors gradually could be fostered by the implementation of video sharing. Results also indicated that students are receptive to online writing discussions and showed how motivation plays a vital role in learning English and the achievement of own learning goals.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42534748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Autonomous language learning (ALL) is considered a step to prepar students for their future. It is one aspect of learner – centered approach. Therefore, investigating students’ readiness for AL could be of paramount importance. This study aimed at revealing Saudi English major students’ readiness for ALL. More precisely, the study sought to identify the students’ view on their own responsibility and their teachers toward learning English, their ability to behave autonomously, and their actual practice of AL outside the classroom. A questionnaire was adopted to collect data. The participants were 105 students majoring in English language, College of Science & Humanities (CSH), Prince Sattam Bin Abdulaziz University (PSAU). Results of the study revealed a relation between the students’ own responsibility and their teachers for the process of learning English language. However, the students assigned more responsibility to their teachers. It was also found that the participants were not confident in their ability to behave autonomously when learning English. Finally, the results showed that the participants have not practiced, on their own, several activities given in the questionnaire outside the classroom. Generally, the participants were not ready for ALL. The study recommended that students’ awareness to the advantages of ALL should be raised.
{"title":"Saudi EFL University Students Readiness for Autonomous Language Learning","authors":"A. Mohammed","doi":"10.14483/22487085.16640","DOIUrl":"https://doi.org/10.14483/22487085.16640","url":null,"abstract":"Autonomous language learning (ALL) is considered a step to prepar students for their future. It is one aspect of learner – centered approach. Therefore, investigating students’ readiness for AL could be of paramount importance. This study aimed at revealing Saudi English major students’ readiness for ALL. More precisely, the study sought to identify the students’ view on their own responsibility and their teachers toward learning English, their ability to behave autonomously, and their actual practice of AL outside the classroom. A questionnaire was adopted to collect data. The participants were 105 students majoring in English language, College of Science & Humanities (CSH), Prince Sattam Bin Abdulaziz University (PSAU). Results of the study revealed a relation between the students’ own responsibility and their teachers for the process of learning English language. However, the students assigned more responsibility to their teachers. It was also found that the participants were not confident in their ability to behave autonomously when learning English. Finally, the results showed that the participants have not practiced, on their own, several activities given in the questionnaire outside the classroom. Generally, the participants were not ready for ALL. The study recommended that students’ awareness to the advantages of ALL should be raised.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45120076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Having valuable information about newly enrolled university students in the form of entry profiles is key to address their academic needs as they advance through their educational trajectories. In Chile, this is acknowledged by the law 20.903, which mandates that all tertiary-level pedagogy programs implement a diagnostic assessment at the beginning of their programs. This, in order to even out students' academic level and establish supportive measures for those who obtain low results. Aiming to enrich the entry profile of a group of Chilean TEFL undergraduates, our study explores how factors such as English ability level, attendance to class and motivation influence their academic performance during their first semester of university studies. Through the analysis of quantitative sources of data, results suggest that class attendance and scores on an institutional English entry test give valuable information about students’ performance, but do not fully explain their academic success. Qualitative data from teacher interviews suggest that profiling students would also involve looking at factors such as motivation. Findings make us reflect on the need of detailed entry profiles and comprehensive diagnostic assessments that transcend the assessment of English skills and linguistic knowledge in order to assure better learning trajectories for university students.
{"title":"Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program.","authors":"María Ester López, Camilo Ramos Gálvez","doi":"10.14483/22487085.17645","DOIUrl":"https://doi.org/10.14483/22487085.17645","url":null,"abstract":"Having valuable information about newly enrolled university students in the form of entry profiles is key to address their academic needs as they advance through their educational trajectories. In Chile, this is acknowledged by the law 20.903, which mandates that all tertiary-level pedagogy programs implement a diagnostic assessment at the beginning of their programs. This, in order to even out students' academic level and establish supportive measures for those who obtain low results. Aiming to enrich the entry profile of a group of Chilean TEFL undergraduates, our study explores how factors such as English ability level, attendance to class and motivation influence their academic performance during their first semester of university studies. Through the analysis of quantitative sources of data, results suggest that class attendance and scores on an institutional English entry test give valuable information about students’ performance, but do not fully explain their academic success. Qualitative data from teacher interviews suggest that profiling students would also involve looking at factors such as motivation. Findings make us reflect on the need of detailed entry profiles and comprehensive diagnostic assessments that transcend the assessment of English skills and linguistic knowledge in order to assure better learning trajectories for university students.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45716943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the role of self-regulated listening practice to authentic lecture podcast in improving oral English for instructional purposes. It employed an experimental study design complemented by qualitative tools. The participants (56 teachers) were drawn from a population of upper secondary school subject area teachers. The data was generated through classroom observation scheme and in-depth interview. Independent sample t-test and thematic analysis were employed to analyze the quantitative data (from the observation) and qualitative data (from the interview) respectively. The results showed that a combined use of listening to authentic lecture podcast and self-regulated listening strategies play an important role in improving English language deficiency of teachers for instructional purposes across discourse functions of lesson introduction, definition, elaboration, hypothesizing and use of discourse markers. The discourse functions of questioning remain largely unaffected. The positive results have promising educational implications suggesting the possibility of using this package of intervention in pre-service and in-service teacher training programs to enhance EMI teachers’ oral English for instructional ends.
{"title":"Enhancing Oral Academic English as a Medium of Instruction (EMI) through self-regulated Listening to Authentic Educational Podcast","authors":"Abebe Yitbarek Wubalem","doi":"10.14483/22487085.17789","DOIUrl":"https://doi.org/10.14483/22487085.17789","url":null,"abstract":"This study investigated the role of self-regulated listening practice to authentic lecture podcast in improving oral English for instructional purposes. It employed an experimental study design complemented by qualitative tools. The participants (56 teachers) were drawn from a population of upper secondary school subject area teachers. The data was generated through classroom observation scheme and in-depth interview. Independent sample t-test and thematic analysis were employed to analyze the quantitative data (from the observation) and qualitative data (from the interview) respectively. The results showed that a combined use of listening to authentic lecture podcast and self-regulated listening strategies play an important role in improving English language deficiency of teachers for instructional purposes across discourse functions of lesson introduction, definition, elaboration, hypothesizing and use of discourse markers. The discourse functions of questioning remain largely unaffected. The positive results have promising educational implications suggesting the possibility of using this package of intervention in pre-service and in-service teacher training programs to enhance EMI teachers’ oral English for instructional ends. ","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41469038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este estudio tuvo como objetivo investigar el proceso de construcción de agencias con estudiantes que participaron en un programa de voluntariado educativo planteado por un centro escolar bilingüe de español y portugués en la ciudad de São Paulo. Se exponen los resultados del proyecto, que se llevó a cabo a partir de dos indagaciones: ¿qué tipos de agencias se construyen en el curso de voluntariado educativo? y ¿cómo se construyen estas agencias? El corpus de análisis consistió en grabaciones de vídeo y audio, además de documentos escritos sobre las tareas desarrolladas por el grupo. Los datos se analizaron de acuerdo con las categorías enunciativas, discursivas y multimodales, y esto permitió analizar las manifestaciones de contradicciones, así como la toma de decisiones por parte de los participantes. El análisis de los documentos señaló que las reuniones intensificaron las relaciones entre los miembros y que los objetivos alcanzados permitieron la expansión del repertorio en la construcción de agencias activistas críticocolaborativas, relacionales, descapsuladas y transformadoras. De esta manera, fue posible analizar la construcción de nuevas formas de actuar, que hicieron posible (re)significar la vida de la sociedad en la escuela y de la escuela en la sociedad. Asimismo, el estudio produjo reflexiones importantes sobre protagonismo y agencia.
{"title":"De la asistencia a la intervención social: el voluntariado en la construcción de agencias en escuela bilingüe","authors":"Marisol Patricia Saucedo Revollo Lage, Fernanda Coelho Liberali","doi":"10.14483/22487085.17017","DOIUrl":"https://doi.org/10.14483/22487085.17017","url":null,"abstract":"Este estudio tuvo como objetivo investigar el proceso de construcción de agencias con estudiantes que participaron en un programa de voluntariado educativo planteado por un centro escolar bilingüe de español y portugués en la ciudad de São Paulo. Se exponen los resultados del proyecto, que se llevó a cabo a partir de dos indagaciones: ¿qué tipos de agencias se construyen en el curso de voluntariado educativo? y ¿cómo se construyen estas agencias? El corpus de análisis consistió en grabaciones de vídeo y audio, además de documentos escritos sobre las tareas desarrolladas por el grupo. Los datos se analizaron de acuerdo con las categorías enunciativas, discursivas y multimodales, y esto permitió analizar las manifestaciones de contradicciones, así como la toma de decisiones por parte de los participantes. El análisis de los documentos señaló que las reuniones intensificaron las relaciones entre los miembros y que los objetivos alcanzados permitieron la expansión del repertorio en la construcción de agencias activistas críticocolaborativas, relacionales, descapsuladas y transformadoras. De esta manera, fue posible analizar la construcción de nuevas formas de actuar, que hicieron posible (re)significar la vida de la sociedad en la escuela y de la escuela en la sociedad. Asimismo, el estudio produjo reflexiones importantes sobre protagonismo y agencia.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49415659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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