This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the English language teacher (ELT) education program provided to shape those identities. The narratives were reconstructed from two narrative frames written by the PELTs and their responses to a narrative interview. The results reveal how participants (re)signify their profession from their experiences in the program, the teaching practicum, and other settings. PELTs construct and consolidate their professional identity initially from a technical perspective. However, their experiences and the guidance of some teacher educators transformed their view of education into a more critical and informed perspective. In conclusion, professional identity could potentially be formed and changed based on the experiences provided throughout the PELTs’ education. Considering this, initial English teacher education programs should establish strategies that contribute to this end from the beginning of undergraduate studies.
{"title":"Narratives about Being and Becoming English Language Teachers in an ELT Education Program","authors":"Jairo Enrique Castañeda Trujillo, Eliana Maritza Alarcón Camacho, María Fernanda Jaime Osorio","doi":"10.14483/22487085.17940","DOIUrl":"https://doi.org/10.14483/22487085.17940","url":null,"abstract":"This article presents an analysis of the narratives written by four pre-service English language teachers (PELTs) during the last semester of their undergraduate program. The study aims to understand the constructions related to being and becoming PELTs and the possible contributions that the English language teacher (ELT) education program provided to shape those identities. The narratives were reconstructed from two narrative frames written by the PELTs and their responses to a narrative interview. The results reveal how participants (re)signify their profession from their experiences in the program, the teaching practicum, and other settings. PELTs construct and consolidate their professional identity initially from a technical perspective. However, their experiences and the guidance of some teacher educators transformed their view of education into a more critical and informed perspective. In conclusion, professional identity could potentially be formed and changed based on the experiences provided throughout the PELTs’ education. Considering this, initial English teacher education programs should establish strategies that contribute to this end from the beginning of undergraduate studies.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378802","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}
Ximena Bonilla Medina, Álvaro Hernán Quintero Polo
Editorial
社论
{"title":"English Language Teaching in Times of Change and the Relevance of Maintaining a Clear View on Critical Perspectives","authors":"Ximena Bonilla Medina, Álvaro Hernán Quintero Polo","doi":"10.14483/22487085.19301","DOIUrl":"https://doi.org/10.14483/22487085.19301","url":null,"abstract":"Editorial","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42563113","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}
A review of research conducted on language assessment teacher education (TE) revealed a lack of studies focused on the participants’ perspective. This work concentrates on the evaluation of an online computer-assisted language assessment and testing (CALAT) TE program offered for four consecutive years. The research was based on a conceptual, multidimensional e-learning evaluation model. The data were obtained from 19 practicing language teachers who attended the MA in Computer-Assisted Language Learning via an online anonymous survey focused on 1) the participants’ engagement; 2) course organization, teaching mode, and materials; 3) course strengths; 4) course aspects most helpful for learning; and 5) course aspects that constituted obstacles for learning. The results indicate the participants’ positive attitude towards the course; they highlighted that their knowledge, skills, and principles had improved, as well as the constructivist instructional design and the organization, teaching modes, and materials of the course, which motivated them and involved them in active interaction and collaboration. The participants also perceived the assessment practices performed during the course in a positive way, which favored their learning and teaching practice within the classroom. The results also include some recommendations for course improvement.
{"title":"Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective","authors":"Salomi Papadima-Sophocleous","doi":"10.14483/22487085.17373","DOIUrl":"https://doi.org/10.14483/22487085.17373","url":null,"abstract":"A review of research conducted on language assessment teacher education (TE) revealed a lack of studies focused on the participants’ perspective. This work concentrates on the evaluation of an online computer-assisted language assessment and testing (CALAT) TE program offered for four consecutive years. The research was based on a conceptual, multidimensional e-learning evaluation model. The data were obtained from 19 practicing language teachers who attended the MA in Computer-Assisted Language Learning via an online anonymous survey focused on 1) the participants’ engagement; 2) course organization, teaching mode, and materials; 3) course strengths; 4) course aspects most helpful for learning; and 5) course aspects that constituted obstacles for learning. The results indicate the participants’ positive attitude towards the course; they highlighted that their knowledge, skills, and principles had improved, as well as the constructivist instructional design and the organization, teaching modes, and materials of the course, which motivated them and involved them in active interaction and collaboration. The participants also perceived the assessment practices performed during the course in a positive way, which favored their learning and teaching practice within the classroom. The results also include some recommendations for course improvement. ","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46823193","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 following study aims to explore Bourdieu’s notion of habitus and its shaping and re-shaping through exposure of authentic oral input. The study used podcasts as an EFL teaching strategy where learners were expected to confront their dispositions. For the purpose of this study, the mental illness issue was employed as a controversial topic. The research used a grounded theory approach and multi-case study design where three unstructured interviews were implemented in each case along the teaching process. Content analysis was applied and research generated categories emerged from the coding process. The results reveal that the EFL learning process has the potential to become a subversive form of defying culturally dominant dispositions and to enhance the learners’ probabilities of re-shaping habitus as well as learning a foreign language. According to the findings of this study, the inclusion of authentic controversial podcasts as listening comprehension tasks, which challenge EFL students’ habitus, can become a successful strategy to modify their cultural dispositions along with learning English as a foreign language.
{"title":"Controversial Issues and their Impact on the Construction and Reshaping of EFL Learners' Habitus","authors":"J. Ortiz López, Tracey Keitt","doi":"10.14483/22487085.14329","DOIUrl":"https://doi.org/10.14483/22487085.14329","url":null,"abstract":"The following study aims to explore Bourdieu’s notion of habitus and its shaping and re-shaping through exposure of authentic oral input. The study used podcasts as an EFL teaching strategy where learners were expected to confront their dispositions. For the purpose of this study, the mental illness issue was employed as a controversial topic. The research used a grounded theory approach and multi-case study design where three unstructured interviews were implemented in each case along the teaching process. Content analysis was applied and research generated categories emerged from the coding process. The results reveal that the EFL learning process has the potential to become a subversive form of defying culturally dominant dispositions and to enhance the learners’ probabilities of re-shaping habitus as well as learning a foreign language. According to the findings of this study, the inclusion of authentic controversial podcasts as listening comprehension tasks, which challenge EFL students’ habitus, can become a successful strategy to modify their cultural dispositions along with learning English as a foreign language. ","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49351701","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}
L. Herrera, Carlos Hernán Cuesta Melo, María Alejandra Lucero Zambrano
Assessment is considered to be a reliable and valid means through which the effects of both teaching and learning can be measured. The lack of research studies in relation to self-assessment in the English Language Teacher Education Program (henceforth ELT Education Program) targeted in this study evidence that no policy determines how learners can self-assess their learning process. For that reason, we conducted this qualitative-descriptive case study that relies on principles of postmodern perspectives and constructivist theories that advocate the construction of learners' knowledge. The main objective was to determine how self-assessment influences the language learning process of a group of students from the ELT Education Program. To respond to this inquiry, we collected data through student reflective journals, focus group discussion commentaries, and an interview to analyze participants' reflections upon their English learning process. The results showed a positive response from students towards reflection. According to their comments, self-assessment evaluates more profound aspects of the self, such as autonomy, self-recognition, critical thinking, persistence, and self-efficacy. They also highlighted the role of reflective journals and focus group discussions as facilitators to self-evaluate deeply and promote collective reflection.
{"title":"Influence of Self-Assessment on the English Language Learning Process","authors":"L. Herrera, Carlos Hernán Cuesta Melo, María Alejandra Lucero Zambrano","doi":"10.14483/22487085.17673","DOIUrl":"https://doi.org/10.14483/22487085.17673","url":null,"abstract":"Assessment is considered to be a reliable and valid means through which the effects of both teaching and learning can be measured. The lack of research studies in relation to self-assessment in the English Language Teacher Education Program (henceforth ELT Education Program) targeted in this study evidence that no policy determines how learners can self-assess their learning process. For that reason, we conducted this qualitative-descriptive case study that relies on principles of postmodern perspectives and constructivist theories that advocate the construction of learners' knowledge. The main objective was to determine how self-assessment influences the language learning process of a group of students from the ELT Education Program. To respond to this inquiry, we collected data through student reflective journals, focus group discussion commentaries, and an interview to analyze participants' reflections upon their English learning process. The results showed a positive response from students towards reflection. According to their comments, self-assessment evaluates more profound aspects of the self, such as autonomy, self-recognition, critical thinking, persistence, and self-efficacy. They also highlighted the role of reflective journals and focus group discussions as facilitators to self-evaluate deeply and promote collective reflection.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44548062","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 is a research report of a feminist poststructuralist discourse analysis study carried out in a private University in Tunja, Boyacá, Colombia. This study intended to explore the relation among two EFL university teachers’ pedagogical practices and their gendered identities constructions. Pedagogical practices were framed in the practice architectures: doings, sayings and relatings proposed by Kemmis & Mutton (2012) It was unveiled that doings, sayings and relatings were sites for and outcomes of teachers´ gendered identities construction. Additionally, teachers´ gendered sayings, doings and relatings were interweaved, juxtaposed, complemented, and contrasted sites where teachers performed different masculinities and femininities based on their capacities to adapt, resist, contest and oppose to heteronormative and patriarchal discourses such as gender roles and normative masculine and feminine features. Those gendered constructions were identified to have possible consequences upon students´ English language leaning and gendered identities construction.
{"title":"English Teachers Gendered Identities Constructions in their Doings, Sayings and Relatings","authors":"Angela Milena Rodriguez","doi":"10.14483/22487085.17903","DOIUrl":"https://doi.org/10.14483/22487085.17903","url":null,"abstract":"This is a research report of a feminist poststructuralist discourse analysis study carried out in a private University in Tunja, Boyacá, Colombia. This study intended to explore the relation among two EFL university teachers’ pedagogical practices and their gendered identities constructions. Pedagogical practices were framed in the practice architectures: doings, sayings and relatings proposed by Kemmis & Mutton (2012) \u0000It was unveiled that doings, sayings and relatings were sites for and outcomes of teachers´ gendered identities construction. Additionally, teachers´ gendered sayings, doings and relatings were interweaved, juxtaposed, complemented, and contrasted sites where teachers performed different masculinities and femininities based on their capacities to adapt, resist, contest and oppose to heteronormative and patriarchal discourses such as gender roles and normative masculine and feminine features. Those gendered constructions were identified to have possible consequences upon students´ English language leaning and gendered identities construction. \u0000 ","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41774054","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}
Sandra Patricia Quitián Bernal, Juan González Martínez
La lectura como actividad cultural y cognitiva está presente en los procesos académicos de niños y jóvenes de todos los niveles educativos, en particular, en la modalidad blended-learning (b-l). El dominio exigido para la lectura en impreso o digital requiere de un proceso de formación y trabajo escolar teórico-práctico orientado por los docentes, pues los modos de leer y aproximarse de forma efectiva a los textos no son inherentes al ser humano, de ahí la necesidad de aprenderlos. Aplicando el método de Revisión Sistemática de la Literatura (RSL) en un corpus documental de 43 investigaciones realizadas entre el 2012 y el 2018, este artículo de revisión expone algunas tendencias y características relacionadas con la lectura y su uso digital en ambientes b-l. Entre los resultados se destacan la incidencia de las Tecnologías de la Información y la Comunicación (TIC) en las maneras como los escolares leen y acceden a la información, así como su papel mediador en el aprendizaje y la interacción del lector con el texto. Sin embargo, el desarrollo de competencias lectoras no se logra como consecuencia directa de la inclusión de recursos tecnológicos en el ambiente b-l, razón por la cual se requiere ampliar el espectro de investigación, concretamente, en la educación primaria.
{"title":"lectura digital en la modalidad blended-learning. Una perspectiva educativa.","authors":"Sandra Patricia Quitián Bernal, Juan González Martínez","doi":"10.14483/22487085.17681","DOIUrl":"https://doi.org/10.14483/22487085.17681","url":null,"abstract":"La lectura como actividad cultural y cognitiva está presente en los procesos académicos de niños y jóvenes de todos los niveles educativos, en particular, en la modalidad blended-learning (b-l). El dominio exigido para la lectura en impreso o digital requiere de un proceso de formación y trabajo escolar teórico-práctico orientado por los docentes, pues los modos de leer y aproximarse de forma efectiva a los textos no son inherentes al ser humano, de ahí la necesidad de aprenderlos. Aplicando el método de Revisión Sistemática de la Literatura (RSL) en un corpus documental de 43 investigaciones realizadas entre el 2012 y el 2018, este artículo de revisión expone algunas tendencias y características relacionadas con la lectura y su uso digital en ambientes b-l. Entre los resultados se destacan la incidencia de las Tecnologías de la Información y la Comunicación (TIC) en las maneras como los escolares leen y acceden a la información, así como su papel mediador en el aprendizaje y la interacción del lector con el texto. Sin embargo, el desarrollo de competencias lectoras no se logra como consecuencia directa de la inclusión de recursos tecnológicos en el ambiente b-l, razón por la cual se requiere ampliar el espectro de investigación, concretamente, en la educación primaria.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46360333","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 examined the perceptions of teachers of English on adverbial mobility in order to determine how far it would be accurate to claim that adverbs are mobile. The researcher adopted the Lexical Approach, an alternative to traditional grammar-based foreign language teaching methodologies, as the framework for the study. The reliability of the study was demonstrated with a Cronbach’s alpha value of 0,83. The study approach was quasi-scientific, as the researcher administered a questionnaire on 50 respondents who are all English language teachers in Port Harcourt, Nigeria. The data obtained were analyzed using Spearman’s Rank Correlation Coefficient. The summary of the responses contrasts the more general perception of adverbs and adverbial groups as a highly mobile category that may be put in any sentential positions without altering meaning. Based on the opinion of a majority of the respondents in the study, the researcher concluded that they perceived adverbs as restrictively mobile and agreed that mobility presents challenges to their students’ use of adverbs. The study recommended, among other things, that teachers of English in TESOL contexts should incorporate the Lexical Approach in teaching adverbs and communication skills because the methodology enhances oral and written fluency as well as grammaticality.
{"title":"Perceptions on Adverbial Mobility in TESOL","authors":"J. O. Ahaotu","doi":"10.14483/22487085.16922","DOIUrl":"https://doi.org/10.14483/22487085.16922","url":null,"abstract":"This study examined the perceptions of teachers of English on adverbial mobility in order to determine how far it would be accurate to claim that adverbs are mobile. The researcher adopted the Lexical Approach, an alternative to traditional grammar-based foreign language teaching methodologies, as the framework for the study. The reliability of the study was demonstrated with a Cronbach’s alpha value of 0,83. The study approach was quasi-scientific, as the researcher administered a questionnaire on 50 respondents who are all English language teachers in Port Harcourt, Nigeria. The data obtained were analyzed using Spearman’s Rank Correlation Coefficient. The summary of the responses contrasts the more general perception of adverbs and adverbial groups as a highly mobile category that may be put in any sentential positions without altering meaning. Based on the opinion of a majority of the respondents in the study, the researcher concluded that they perceived adverbs as restrictively mobile and agreed that mobility presents challenges to their students’ use of adverbs. The study recommended, among other things, that teachers of English in TESOL contexts should incorporate the Lexical Approach in teaching adverbs and communication skills because the methodology enhances oral and written fluency as well as grammaticality.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43941050","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 aims to investigate the relationship between emotional intelligence (EI), foreign language anxiety (FLA), and demotivational factors (DF) at a foundation university in Istanbul, Turkey. 148 B1 (intermediate level) students enrolled in the English preparatory school participated in this study. Data were collected from the Turkish-adapted version of the Emotional Intelligence Quotient Inventory (EQ-i), the translated version of the Foreign Language Classroom Anxiety Scale (FLCAS), and the Turkish preparatory school university student demotivational factors towards learning English scale. The findings revealed that the participants were moderately anxious and demotivated in foreign language learning. Moreover, a positive significant correlation was found among EI, FLA, and DF. This study provides pedagogical implications and suggestions for addressing EI, FLA, and DF in English language preparatory programs.
{"title":"Relationship between Emotional Intelligence, Foreign Language Anxiety, and Demotivational Factors in an English Preparatory Language Program","authors":"E. Mede, Tugce Budak","doi":"10.14483/22487085.17859","DOIUrl":"https://doi.org/10.14483/22487085.17859","url":null,"abstract":"This study aims to investigate the relationship between emotional intelligence (EI), foreign language anxiety (FLA), and demotivational factors (DF) at a foundation university in Istanbul, Turkey. 148 B1 (intermediate level) students enrolled in the English preparatory school participated in this study. Data were collected from the Turkish-adapted version of the Emotional Intelligence Quotient Inventory (EQ-i), the translated version of the Foreign Language Classroom Anxiety Scale (FLCAS), and the Turkish preparatory school university student demotivational factors towards learning English scale. The findings revealed that the participants were moderately anxious and demotivated in foreign language learning. Moreover, a positive significant correlation was found among EI, FLA, and DF. This study provides pedagogical implications and suggestions for addressing EI, FLA, and DF in English language preparatory programs.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41385988","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 paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.
{"title":"Teachability of Figurative Language: Teachers’ Perceptions of the Role of Metaphor in English Language Teaching in Chile","authors":"L. Veliz, Scott Smith","doi":"10.14483/22487085.17071","DOIUrl":"https://doi.org/10.14483/22487085.17071","url":null,"abstract":"This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perceptions of the role of metaphor in the English language classroom. A group of six in-service English teachers participated in this qualitative study. Data were gathered through semi-structured interviews, which addressed three broad dimensions: (i) the views and definitions of metaphor; (ii) the teachability of metaphorically used language; and (iii) preparedness to teach metaphor. The data were thoroughly coded and analyzed thematically. The results revealed that, despite an apparently heightened awareness of the presence and role of metaphor in culture, this did not permeate the participants’ teaching practices, thus calling for more explicit preparation in teacher education programs and radical changes to the ‘educational culture’ that is still imbued with dominant neoliberal ways of doing and thinking.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44676581","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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