N. Suleman, Sadia Deep, H. Othman, Ali Ahmed, Muhammad Zahid Abbas, M. Nawaz, Uzma Nazar, Hina Shaheen
Previous studies have reported lack of collocational competence and difficulties among English as a second language (ESL) learners. However, collocation is crucial in second language acquisition. This research examined the receptive and productive knowledge of collocations among the business students of COMSATS University Islamabad Vehari Campus who studied ESL. It also investigated the gap in the use of collocations at a receptive and productive level. The sample included 61 males and 39 females out of the total sample size of 100. Employing a quantitative approach, we gathered the data through a questionnaire and two collocations tests, and we analysed them via SPSS version 20. The overall result of the collocation test indicated that 66.4% of the respondents had the correct answer at the receptive level compared with only 33.7% at the productive level. Moreover, the statistical result presented a great gap in the ability to utilise collocations at the productive and receptive levels. This result also affirmed that despite their ability to understand the collocations, the students had difficulties in identifying proper English collocations confidently. Local and native language experiences might be one of the reasons that caught the students from being more confident in identifying the English collocations.
{"title":"Study On the Use of Collocations in Business Class Learners","authors":"N. Suleman, Sadia Deep, H. Othman, Ali Ahmed, Muhammad Zahid Abbas, M. Nawaz, Uzma Nazar, Hina Shaheen","doi":"10.14483/22487085.16023","DOIUrl":"https://doi.org/10.14483/22487085.16023","url":null,"abstract":"Previous studies have reported lack of collocational competence and difficulties among English as a second language (ESL) learners. However, collocation is crucial in second language acquisition. This research examined the receptive and productive knowledge of collocations among the business students of COMSATS University Islamabad Vehari Campus who studied ESL. It also investigated the gap in the use of collocations at a receptive and productive level. The sample included 61 males and 39 females out of the total sample size of 100. Employing a quantitative approach, we gathered the data through a questionnaire and two collocations tests, and we analysed them via SPSS version 20. The overall result of the collocation test indicated that 66.4% of the respondents had the correct answer at the receptive level compared with only 33.7% at the productive level. Moreover, the statistical result presented a great gap in the ability to utilise collocations at the productive and receptive levels. This result also affirmed that despite their ability to understand the collocations, the students had difficulties in identifying proper English collocations confidently. Local and native language experiences might be one of the reasons that caught the students from being more confident in identifying the English collocations.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46919253","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}
Validity and validation are common in large-scale language testing. These topics are fundamental because they help stakeholders in testing systems make accurate interpretations of individuals’ language ability and related ensuing decisions. However, there is limited information on validity and validation for classroom language testing, for which interpretations and decisions based on curriculum objectives are paramount, too. In this reflection article, I provide a critical account of these two issues as they are applied in large-scale testing. Next, I use this background to discuss and provide possible applications for classroom language education through a proposed approach for validating classroom language tests. The approach comprises the analyses of curriculum objectives, design of test specifications, analysis of test items, professional design of instruments, statistical calculations, cognitive validation and consequential analyses. I close the article with implications and recommendations for such endeavours and highlight why they are fundamental for high-quality language testing systems in classroom contexts.
{"title":"Validity and Classroom Language Testing: A Practical Approach","authors":"Frank Giraldo","doi":"10.14483/22487085.15998","DOIUrl":"https://doi.org/10.14483/22487085.15998","url":null,"abstract":"Validity and validation are common in large-scale language testing. These topics are fundamental because they help stakeholders in testing systems make accurate interpretations of individuals’ language ability and related ensuing decisions. However, there is limited information on validity and validation for classroom language testing, for which interpretations and decisions based on curriculum objectives are paramount, too. In this reflection article, I provide a critical account of these two issues as they are applied in large-scale testing. Next, I use this background to discuss and provide possible applications for classroom language education through a proposed approach for validating classroom language tests. The approach comprises the analyses of curriculum objectives, design of test specifications, analysis of test items, professional design of instruments, statistical calculations, cognitive validation and consequential analyses. I close the article with implications and recommendations for such endeavours and highlight why they are fundamental for high-quality language testing systems in classroom contexts.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42189194","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 is the result of a research carried out in a Master’s Program. It deals with the relationship between the development of the written skill of the English language and the implementation of the LMS Schoology platform— as a tool for this purpose— in a group of elementary school students in a private institution in Tunja, Colombia. Data was collected by using students’ artifacts, a questionnaire, and a focus group, which information was analyzed carefully. At the end, it is evident the way in which the platform Schoology contributed positively to the writing skill development, throughout the integration of factors like the motivation, the proposal of attractive activities and the development of tasks inside the classroom as well as outside it. Likewise, the students showed acceptance of the system and their willingness to learn improved.
{"title":"Schoology: una herramienta para el desarrollo de la habilidad escrita en inglés","authors":"Ilba Yaneth Rodríguez Tamayo, Leidy Jhoanna Vargas Hernández","doi":"10.14483/22487085.14348","DOIUrl":"https://doi.org/10.14483/22487085.14348","url":null,"abstract":"This study is the result of a research carried out in a Master’s Program. It deals with the relationship between the development of the written skill of the English language and the implementation of the LMS Schoology platform— as a tool for this purpose— in a group of elementary school students in a private institution in Tunja, Colombia. Data was collected by using students’ artifacts, a questionnaire, and a focus group, which information was analyzed carefully. At the end, it is evident the way in which the platform Schoology contributed positively to the writing skill development, throughout the integration of factors like the motivation, the proposal of attractive activities and the development of tasks inside the classroom as well as outside it. Likewise, the students showed acceptance of the system and their willingness to learn improved.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"22 1","pages":"13-28"},"PeriodicalIF":0.3,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46130388","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}
Educational settings are now characterised by ethnic, cultural, linguistic, sociocultural and epistemological diversity. This article analyses epistemological diversity as an important factor in shaping teacher education programmes. This involved exploring how teacher-educators and student-teachers align themselves or negotiate modern and postmodern views of education. The research employed a narrative analysis-based on a qualitative methodology to discuss the effects of modern and postmodern views of knowledge construction and pedagogical action during the English Teaching practicum at a state university in Bogota. The findings suggest that, even though teacher-educators and student-teachers position themselves with discourses of generational change regarding conceptions of knowledge construction, there is a tendency to shape practices based on the ideals of fixed-defined generations (e.g. old, young) who have fixed views of education (old/traditional, young/contemporary) which consequently give particular shapes to pedagogical actions.
{"title":"Modern and Postmodern Views of Education that Shape EFL Mentoring in the Teaching Practicum","authors":"Sandra Ximena Bonilla Medina, Yolanda Samacá Bohórquez","doi":"10.14483/22487085.14576","DOIUrl":"https://doi.org/10.14483/22487085.14576","url":null,"abstract":"Educational settings are now characterised by ethnic, cultural, linguistic, sociocultural and epistemological diversity. This article analyses epistemological diversity as an important factor in shaping teacher education programmes. This involved exploring how teacher-educators and student-teachers align themselves or negotiate modern and postmodern views of education. The research employed a narrative analysis-based on a qualitative methodology to discuss the effects of modern and postmodern views of knowledge construction and pedagogical action during the English Teaching practicum at a state university in Bogota. The findings suggest that, even though teacher-educators and student-teachers position themselves with discourses of generational change regarding conceptions of knowledge construction, there is a tendency to shape practices based on the ideals of fixed-defined generations (e.g. old, young) who have fixed views of education (old/traditional, young/contemporary) which consequently give particular shapes to pedagogical actions.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44048783","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 Colombian Applied Linguistics Journal has been a space for encouraging language teacher researchers to share their experiences and illuminate others’ experience. In this trajectory, applied linguistics and English language teaching have been intertwined fields, where the integration of theoretical tools has allowed new comprehensions of one another. Authors of the journal have demonstrated this mutual exchange with the multiple outlooks and topics that they have proposed as part of their writings. As mentioned in the previous editorial (CALJ, Vol. 21, Nº 2, 2019), applied linguistics has been useful to determine not only a variety of practices of language teaching and learning, but also the implication of those in broader areas (Quintero & Bonilla, 2020, p. 2). In the same line of thought, the reflections that have emerged in the process of language teaching and learning have originated new inquiries in applied linguistics that have further contributed to both fields. In the commitment that the Colombian Applied Linguistics Journal has taken on, authors continue to explore areas that have a variety of characteristics.
{"title":"Editorial","authors":"Revista Colombian Applied Linguistics Journal","doi":"10.14483/22487085.17045","DOIUrl":"https://doi.org/10.14483/22487085.17045","url":null,"abstract":"The Colombian Applied Linguistics Journal has been a space for encouraging language teacher researchers to share their experiences and illuminate others’ experience. In this trajectory, applied linguistics and English language teaching have been intertwined fields, where the integration of theoretical tools has allowed new comprehensions of one another. Authors of the journal have demonstrated this mutual exchange with the multiple outlooks and topics that they have proposed as part of their writings. As mentioned in the previous editorial (CALJ, Vol. 21, Nº 2, 2019), applied linguistics has been useful to determine not only a variety of practices of language teaching and learning, but also the implication of those in broader areas (Quintero & Bonilla, 2020, p. 2). In the same line of thought, the reflections that have emerged in the process of language teaching and learning have originated new inquiries in applied linguistics that have further contributed to both fields. In the commitment that the Colombian Applied Linguistics Journal has taken on, authors continue to explore areas that have a variety of characteristics.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48222165","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}
Tammy Mercedes Fajardo Dack, Juanita Argudo, M. Abad
Content and language integrated learning (CLIL) is a dual focus educational approach widely used in European primary, secondary and tertiary education institutions in which content subjects included in the mainstream curriculum are taught through a foreign language, usually English. This paper presents a systematic review on relevant existing literature on the application of the CLIL approach in university classrooms. A total of 22 studies were identified and chosen for further analysis; the categories emerged from the analysis itself. These studies, which focused on language and methodological features, were explored to determine the research trends in terms of location, methodology, participants, data collection instruments, focus, teaching methodology and language focus. The results of the review show a trend to examine classroom discourses and the development of pragmatic competence in CLIL classrooms. As a result of the review, the paper offers suggestions for future research on the CLIL approach in university classrooms as more tertiary education institutions around the globe are adopting English as the language of instruction.
{"title":"Language and Teaching Methodology Features of CLIL in University Classrooms: A Research Synthesis","authors":"Tammy Mercedes Fajardo Dack, Juanita Argudo, M. Abad","doi":"10.14483/22487085.13878","DOIUrl":"https://doi.org/10.14483/22487085.13878","url":null,"abstract":"Content and language integrated learning (CLIL) is a dual focus educational approach widely used in European primary, secondary and tertiary education institutions in which content subjects included in the mainstream curriculum are taught through a foreign language, usually English. This paper presents a systematic review on relevant existing literature on the application of the CLIL approach in university classrooms. A total of 22 studies were identified and chosen for further analysis; the categories emerged from the analysis itself. These studies, which focused on language and methodological features, were explored to determine the research trends in terms of location, methodology, participants, data collection instruments, focus, teaching methodology and language focus. The results of the review show a trend to examine classroom discourses and the development of pragmatic competence in CLIL classrooms. As a result of the review, the paper offers suggestions for future research on the CLIL approach in university classrooms as more tertiary education institutions around the globe are adopting English as the language of instruction.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47728217","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}
Learning gain can be defined as the difference between students’ language competences demonstrated at two different points in time. In this article, we reported on a small-scale study aimed at measuring learning gains and piloting the methods chosen. Fourteen students of English as a foreign language participated in the study. We employed a student self-report survey, an oral performance assessment task and a standardised test for data gathering, and we applied them at three different moments during the eight-month study. Our data analysis includes the comparison of percentages rendered by test scores, the estimation of means for oral task scores and grouping and coding for qualitative data in the survey. Results show the gradual pattern of language improvement and the suitability of methods. These results can help stakeholders or policymakers in selecting relevant evidence to improve accountability in decision-making. We have provided conclusions and recommendations below for a larger scale study.
{"title":"Measuring Language Gains in a Foreign Language Context","authors":"Ana Muñoz Restrepo, Isabel Valderrama Carvajal, Alejandra Lopez Muñoz, Ricardo Avendaño Franco","doi":"10.14483/22487085.14171","DOIUrl":"https://doi.org/10.14483/22487085.14171","url":null,"abstract":"Learning gain can be defined as the difference between students’ language competences demonstrated at two different points in time. In this article, we reported on a small-scale study aimed at measuring learning gains and piloting the methods chosen. Fourteen students of English as a foreign language participated in the study. We employed a student self-report survey, an oral performance assessment task and a standardised test for data gathering, and we applied them at three different moments during the eight-month study. Our data analysis includes the comparison of percentages rendered by test scores, the estimation of means for oral task scores and grouping and coding for qualitative data in the survey. Results show the gradual pattern of language improvement and the suitability of methods. These results can help stakeholders or policymakers in selecting relevant evidence to improve accountability in decision-making. We have provided conclusions and recommendations below for a larger scale study.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45688169","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 artículo indaga en modelos y resultados de investigaciones que se han originado a partir de la necesidad creciente por el análisis experimental sobre el hipertexto y su potencia educativa. El conjunto de investigaciones que han sido revisadas en este trabajo ofrece un marco común que, por un lado, se extiende en un contexto institucional, y, por otro lado, contiene lo digital como medio de difusión de conocimiento que implica dinámicas novedosas y subyacentes. El desarrollo de la competencia lectora y del aprendizaje a través de hipertextos se describe como un campo relativamente reciente, en el cual resulta ineludible buscar utilidad y proyección de los resultados para favorecer el aprendizaje de los estudiantes a través de un uso eficiente del hipertexto con fines didácticos, entendido este como una forma compleja de categorizar información y significados.
{"title":"Las posibilidades educativas del paradigma hipertextual: modelos y resultados de investigación","authors":"Concepción López-Andrada","doi":"10.14483/22487085.14515","DOIUrl":"https://doi.org/10.14483/22487085.14515","url":null,"abstract":"Este artículo indaga en modelos y resultados de investigaciones que se han originado a partir de la necesidad creciente por el análisis experimental sobre el hipertexto y su potencia educativa. El conjunto de investigaciones que han sido revisadas en este trabajo ofrece un marco común que, por un lado, se extiende en un contexto institucional, y, por otro lado, contiene lo digital como medio de difusión de conocimiento que implica dinámicas novedosas y subyacentes. El desarrollo de la competencia lectora y del aprendizaje a través de hipertextos se describe como un campo relativamente reciente, en el cual resulta ineludible buscar utilidad y proyección de los resultados para favorecer el aprendizaje de los estudiantes a través de un uso eficiente del hipertexto con fines didácticos, entendido este como una forma compleja de categorizar información y significados.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"22 1","pages":"29-39"},"PeriodicalIF":0.3,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878071","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 role of culture and intercultural awareness in the language classroom is not a new area of research in ESL/EFL, and its relative importance has shifted in different approaches and methods of foreign language teaching. Today, the goal of some English textbooks has transcended a pure linguistic and language training orientation as text developers have moved towards also teaching intercultural awareness. The development of intercultural awareness was presented as a key component in ensuring the success of the latest Colombian National Bilingual Programme 2015-2025 (NBP), and the textbook series English, Please! was promoted as a breakthrough in this context. This article presents the research analysis and findings of an exploratory study based on the ambitious task set forth in the NBP policy on English textbooks. We examine the theoretical constructs adopted by the National Ministry of Education and by using, both quantitative and qualitative, analysis we explore the intercultural awareness activities presented in the series. At the end, we suggest that although the series is an important addition to existing materials in the area, it presents an overly reductionist and instrumentalist use of the concept of intercultural awareness.
{"title":"Intercultural awareness and its misrepresentation in textbooks","authors":"Edwin Alejandro Henao Mejía, José Orlando Gómez Salazar, Jorge Heriberto Murcia Yalí","doi":"10.14483/22487085.14177","DOIUrl":"https://doi.org/10.14483/22487085.14177","url":null,"abstract":"The role of culture and intercultural awareness in the language classroom is not a new area of research in ESL/EFL, and its relative importance has shifted in different approaches and methods of foreign language teaching. Today, the goal of some English textbooks has transcended a pure linguistic and language training orientation as text developers have moved towards also teaching intercultural awareness. The development of intercultural awareness was presented as a key component in ensuring the success of the latest Colombian National Bilingual Programme 2015-2025 (NBP), and the textbook series English, Please! was promoted as a breakthrough in this context. This article presents the research analysis and findings of an exploratory study based on the ambitious task set forth in the NBP policy on English textbooks. We examine the theoretical constructs adopted by the National Ministry of Education and by using, both quantitative and qualitative, analysis we explore the intercultural awareness activities presented in the series. At the end, we suggest that although the series is an important addition to existing materials in the area, it presents an overly reductionist and instrumentalist use of the concept of intercultural awareness.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43318518","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}
Se exponen los resultados de un proyecto de investigación en el aula como estudio de caso, en el que se indagó a un grupo de estudiantes por situaciones vividas en las clases de inglés. Se identificaron en ellas sus quejas y sus expectativas; se implementó un taller total (Egg, 1999) a fin de reconocer dichas situaciones. El tratamiento dado a la información recogida en las quejas y expectativas de los estudiantes, que consistió en el análisis crítico del discurso (Van Dijk, 2003) y su interpretación desde la pedagogía y la Teoría del Reconocimiento (Honneth, 1997), permitió revelar, más allá de los motivos por los cuales se quejaban, las características de la clase de inglés esperadas por los estudiantes, relacionadas con algunas categorías didácticas y las cualidades de los docentes de esta área conexas con el profesionalismo, la calidez y la interacción. La ausencia o escasez de tales características y cualidades esperadas respectivamente, dificulta el aprendizaje significativo en el inglés al no ofrecer a los estudiantes condiciones justas, indispensables para su proceso formativo de ciudadanos integrales y reconocidos en las dimensiones del amor, el derecho y la solidaridad.
{"title":"Quejas y expectativas de estudiantes de licenciatura en lenguas extranjeras frente a las clases de inglés: estudio de caso desde el análisis crítico del discurso","authors":"Ruth Elena Quiroz Posada, Ana Elsy Díaz Monsalve","doi":"10.14483/22487085.14065","DOIUrl":"https://doi.org/10.14483/22487085.14065","url":null,"abstract":"Se exponen los resultados de un proyecto de investigación en el aula como estudio de caso, en el que se indagó a un grupo de estudiantes por situaciones vividas en las clases de inglés. Se identificaron en ellas sus quejas y sus expectativas; se implementó un taller total (Egg, 1999) a fin de reconocer dichas situaciones. El tratamiento dado a la información recogida en las quejas y expectativas de los estudiantes, que consistió en el análisis crítico del discurso (Van Dijk, 2003) y su interpretación desde la pedagogía y la Teoría del Reconocimiento (Honneth, 1997), permitió revelar, más allá de los motivos por los cuales se quejaban, las características de la clase de inglés esperadas por los estudiantes, relacionadas con algunas categorías didácticas y las cualidades de los docentes de esta área conexas con el profesionalismo, la calidez y la interacción. La ausencia o escasez de tales características y cualidades esperadas respectivamente, dificulta el aprendizaje significativo en el inglés al no ofrecer a los estudiantes condiciones justas, indispensables para su proceso formativo de ciudadanos integrales y reconocidos en las dimensiones del amor, el derecho y la solidaridad.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46282855","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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