Maria Sonia Jiménez Bonilla, Albedro Cadena Aguilar, Claudia Patricia Alvarez Ayure, Pedro Pablo Maldonado Chacón, Virginia Morales Pulido, L. Medina
This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives—the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach for the endorsement of reflection, and thus, setting milestones for the enhancement of effective professional development for language teachers in educational communities such as in Colombia as well as overseas.
{"title":"Traspasando las fronteras de la reflexión en la enseñanza y el aprendizaje de los idiomas","authors":"Maria Sonia Jiménez Bonilla, Albedro Cadena Aguilar, Claudia Patricia Alvarez Ayure, Pedro Pablo Maldonado Chacón, Virginia Morales Pulido, L. Medina","doi":"10.14483/22487085.13307","DOIUrl":"https://doi.org/10.14483/22487085.13307","url":null,"abstract":"This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives—the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach for the endorsement of reflection, and thus, setting milestones for the enhancement of effective professional development for language teachers in educational communities such as in Colombia as well as overseas.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693528","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 covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) – English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implementation in Colombia and Latin America. The methodology used follows an interpretative-qualitative analysis with an inductive analysis approach, analysing the collected information during the didactic implementation in recordings, products developed by students and class diaries from a sample of 25 and 19 students belonging to two private secondary schools located in Cajicá and Bogotá, Colombia. The document presents the reflections arisen from the analysis categories built to assess the collected information: socio-linguistic abilities, communication of ideas in both L1 and L2, the conceptual, social, epistemological and didactic aspects of knowledge. It was found a close link between the L2 proficiency and the depth of the explanations elaborated by the students, enabling the more competent students in L2 to communicate better using the scientific language and getting to more complex explanations. Moreover, the implementation re-dimensioned the content perspective applied by some teachers when using the CLIL approach, placing bilingualism in the Science classes in a dimension distant from transmitting information, being a medium that fosters communicative and explanatory processes by nurturing different cognitive-linguistic abilities.
{"title":"El papel del lenguaje en la construcción de explicaciones en la clase de ciencias en contextos bilingües a través del enfoque CLIL","authors":"Mauricio Mancipe Triviño, Cynthia Marcela Ramírez Valenzuela","doi":"10.14483/22487085.13095","DOIUrl":"https://doi.org/10.14483/22487085.13095","url":null,"abstract":"This paper covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) – English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implementation in Colombia and Latin America. The methodology used follows an interpretative-qualitative analysis with an inductive analysis approach, analysing the collected information during the didactic implementation in recordings, products developed by students and class diaries from a sample of 25 and 19 students belonging to two private secondary schools located in Cajicá and Bogotá, Colombia. The document presents the reflections arisen from the analysis categories built to assess the collected information: socio-linguistic abilities, communication of ideas in both L1 and L2, the conceptual, social, epistemological and didactic aspects of knowledge. It was found a close link between the L2 proficiency and the depth of the explanations elaborated by the students, enabling the more competent students in L2 to communicate better using the scientific language and getting to more complex explanations. Moreover, the implementation re-dimensioned the content perspective applied by some teachers when using the CLIL approach, placing bilingualism in the Science classes in a dimension distant from transmitting information, being a medium that fosters communicative and explanatory processes by nurturing different cognitive-linguistic abilities.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47469324","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 article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.
{"title":"The Professional Development of English Language Teachers in Colombia: A Review of the Literature","authors":"X. Buendia, Diego Fernando Macías","doi":"10.14483/22487085.12966","DOIUrl":"https://doi.org/10.14483/22487085.12966","url":null,"abstract":"This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47400198","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 aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.
{"title":"Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile","authors":"Renata Archanjo, Malba Barahona, K. Finardi","doi":"10.14483/22487085.14086","DOIUrl":"https://doi.org/10.14483/22487085.14086","url":null,"abstract":"The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"41 11-13","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41302065","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 purpose of the present study is to compare the compliment responses (CRs) provided by 60 native Mexican Spanish speakers and 60 Irish English native speakers. Using a discourse completion task, 1080 responses were analyzed based on Herbert’s (1989) and Nelson, El Bakary and Al-Batal’s (1993) taxonomy. Findings suggest the existence of cross-cultural similarities in Irish and Mexican CRs in the frequency of deflecting comments and the mechanisms that are used to redirect the praise force. Second, the two languages differ in important ways. In responding to compliments, Irish recipients are much more likely than Mexican speakers to use a single strategy when formulating CRs. The fndings further show that social factors (social distance, social power, gender, and the topic of the compliment) in both Mexican and Irish society seem to be crucial parameters in the formulation and acceptance or rejection of a compliment.
本研究的目的是比较60名以墨西哥西班牙语为母语的人和60名以爱尔兰英语为母语的人的恭维反应。根据Herbert(1989)和Nelson, El Bakary和Al-Batal(1993)的分类法，使用话语完成任务分析了1080个回答。研究结果表明，爱尔兰和墨西哥的CRs在偏转评论的频率和用于重定向表扬力量的机制方面存在跨文化相似性。其次，这两种语言在很多重要方面存在差异。在回应赞美时，爱尔兰人比墨西哥人更有可能在制定回复时使用单一策略。研究结果进一步表明，在墨西哥和爱尔兰社会中，社会因素(社会距离、社会权力、性别和赞美的主题)似乎是形成和接受或拒绝赞美的关键参数。
{"title":"A comparative study of Mexican and Irish compliment responses","authors":"Elizabeth Flores-Salgado, Michael Witten","doi":"10.14483/22487085.14670","DOIUrl":"https://doi.org/10.14483/22487085.14670","url":null,"abstract":"The purpose of the present study is to compare the compliment responses (CRs) provided by 60 native Mexican Spanish speakers and 60 Irish English native speakers. Using a discourse completion task, 1080 responses were analyzed based on Herbert’s (1989) and Nelson, El Bakary and Al-Batal’s (1993) taxonomy. Findings suggest the existence of cross-cultural similarities in Irish and Mexican CRs in the frequency of deflecting comments and the mechanisms that are used to redirect the praise force. Second, the two languages differ in important ways. In responding to compliments, Irish recipients are much more likely than Mexican speakers to use a single strategy when formulating CRs. The fndings further show that social factors (social distance, social power, gender, and the topic of the compliment) in both Mexican and Irish society seem to be crucial parameters in the formulation and acceptance or rejection of a compliment.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46634759","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}
Motivated by the creation of Árboles y Rizomas, an academic journal in linguistic and literary studies, as well as by the 20th anniversary of the Colombian Applied Linguistics Journal, this paper examines both the challenges and opportunities that journals in the humanities face in Latin America. From a critical and qualitative perspective, two challenges are identified—that of validating the humanities amidst productivity indexing, and of reflecting upon the hegemonic directionality of the flow of scholarship in the North-South dichotomy. The opportunities deal with establishing networks of collaboration among academic journals as well as with the optimization of the processes of publication.
受语言学与文学研究学术期刊Árboles y Rizomas的创立，以及《哥伦比亚应用语言学期刊》创刊20周年的启发，本文检视拉丁美洲人文期刊所面临的挑战与机遇。从批判性和定性的角度来看，我们确定了两个挑战——在生产力指数中验证人文学科，以及在南北二分法中反思学术流动的霸权方向性。这些机会涉及在学术期刊之间建立合作网络以及优化出版过程。
{"title":"Challenges and opportunities for Latin American journals in the humanities: facing pitfalls and creating publishing communities","authors":"Miguel Farías","doi":"10.14483/22487085.13714","DOIUrl":"https://doi.org/10.14483/22487085.13714","url":null,"abstract":"Motivated by the creation of Árboles y Rizomas, an academic journal in linguistic and literary studies, as well as by the 20th anniversary of the Colombian Applied Linguistics Journal, this paper examines both the challenges and opportunities that journals in the humanities face in Latin America. From a critical and qualitative perspective, two challenges are identified—that of validating the humanities amidst productivity indexing, and of reflecting upon the hegemonic directionality of the flow of scholarship in the North-South dichotomy. The opportunities deal with establishing networks of collaboration among academic journals as well as with the optimization of the processes of publication.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"161-168"},"PeriodicalIF":0.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693542","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 action research study reports an inquiry based learning process in which fifth graders worked collaboratively by examining a local topic (free school snack) from their school context. Collaborative inquiry was used as a way to promote elementary students’ reflections in the EFL classroom drawing on Vygotsky’s ideas about learning mediated by social and material contexts (Lee & Smagorinsky, 2000). The EFL curriculum was organized around students’ communities and realities as relevant resources for language learning (Sharkey, Clavijo & Ramirez, 2016). Lessons were organized around students’ knowledge about the free daily snack that school provides to all children and what they wanted to learn about the topic. In this sense, Dewey’s (1997) idea of learning as experience was implemented through an inquiry curriculum with students. Findings suggest that through a classroom project, fifth graders developed inquiry skills and digital, visual, oral, and written literacies while learning together through collaboration. Inquiring in the language classroom evidenced the use of languages (Spanish and English) as the means to learn about meaningful content beyond English grammar lessons. It also led to individual reflections about the challenges of working together as well as about school coexistence understood as the way all the members of an educational community relate to each other.
{"title":"Collaborative Inquiry in the EFL Classroom: exploring a school related topic with fifth graders","authors":"Ana Janneth Gómez Gutiérrez","doi":"10.14483/22487085.13008","DOIUrl":"https://doi.org/10.14483/22487085.13008","url":null,"abstract":"This action research study reports an inquiry based learning process in which fifth graders worked collaboratively by examining a local topic (free school snack) from their school context. Collaborative inquiry was used as a way to promote elementary students’ reflections in the EFL classroom drawing on Vygotsky’s ideas about learning mediated by social and material contexts (Lee & Smagorinsky, 2000). The EFL curriculum was organized around students’ communities and realities as relevant resources for language learning (Sharkey, Clavijo & Ramirez, 2016). Lessons were organized around students’ knowledge about the free daily snack that school provides to all children and what they wanted to learn about the topic. In this sense, Dewey’s (1997) idea of learning as experience was implemented through an inquiry curriculum with students. Findings suggest that through a classroom project, fifth graders developed inquiry skills and digital, visual, oral, and written literacies while learning together through collaboration. Inquiring in the language classroom evidenced the use of languages (Spanish and English) as the means to learn about meaningful content beyond English grammar lessons. It also led to individual reflections about the challenges of working together as well as about school coexistence understood as the way all the members of an educational community relate to each other. ","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693446","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}
Cultural competence (Puren, 2013) has been considered a critical aspect for foreign language (FL) teaching and learning due to the wide range of cultural elements associated with the learning of FLs. Hence, this case study aims to describe and understand how encounters with peripheral individuals and rural communities contribute to developing learners’ cultural competence in a Spanish as a foreign language course. The participants were three learners who got involved with peripheral individuals and rural communities as part of a voluntary program included in the syllabi of their course. The current study provides an emic perspective following the research participants’ views and was guided by the principles of qualitative research. Data were gathered from a variety of sources: an online questionnaire, semi-structured interviews, classroom observation field notes, and audiotaped social interactions. Content and interpretive analyses were carried out on the data. The findings support the importance of social action and experiential learning for cultural competence development. In addition, the outcomes suggest that the studied encounters not only provided learners with opportunities to enhance knowledge about cultures, but also helped them to encounter otherness and to expand understandings of professional cultures.
{"title":"Encounters with peripheral individuals and rural communities for cultural competence development: A case study of learners of Spanish in Colombia","authors":"Juliana Patricia Llanes Sanchez","doi":"10.14483/22487085.13102","DOIUrl":"https://doi.org/10.14483/22487085.13102","url":null,"abstract":"Cultural competence (Puren, 2013) has been considered a critical aspect for foreign language (FL) teaching and learning due to the wide range of cultural elements associated with the learning of FLs. Hence, this case study aims to describe and understand how encounters with peripheral individuals and rural communities contribute to developing learners’ cultural competence in a Spanish as a foreign language course. The participants were three learners who got involved with peripheral individuals and rural communities as part of a voluntary program included in the syllabi of their course. The current study provides an emic perspective following the research participants’ views and was guided by the principles of qualitative research. Data were gathered from a variety of sources: an online questionnaire, semi-structured interviews, classroom observation field notes, and audiotaped social interactions. Content and interpretive analyses were carried out on the data. The findings support the importance of social action and experiential learning for cultural competence development. In addition, the outcomes suggest that the studied encounters not only provided learners with opportunities to enhance knowledge about cultures, but also helped them to encounter otherness and to expand understandings of professional cultures.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"8 6","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508063","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}
Francis Bolaños Saenz, K. Florez, Tatiana Gomez, Mary Ramirez Acevedo, Sandra Tello Suarez
Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. The high school students carried out a series of tasks aimed at raising their awareness about their identity, questioning their surroundings and increasing their self-confidence while using their knowledge of English. Results suggest that a curriculum that integrates the community as content empowered students to learn and reflect upon their learning process while facilitating their participation and inquiring about their own social and cultural reality.
{"title":"Implementing a community-based project in an EFL rural classroom","authors":"Francis Bolaños Saenz, K. Florez, Tatiana Gomez, Mary Ramirez Acevedo, Sandra Tello Suarez","doi":"10.14483/22487085.13735","DOIUrl":"https://doi.org/10.14483/22487085.13735","url":null,"abstract":"Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. The high school students carried out a series of tasks aimed at raising their awareness about their identity, questioning their surroundings and increasing their self-confidence while using their knowledge of English. Results suggest that a curriculum that integrates the community as content empowered students to learn and reflect upon their learning process while facilitating their participation and inquiring about their own social and cultural reality.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44310814","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 action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence.
{"title":"Strengthening Local Identity by Writing Chronicles in the EFL Classroom","authors":"Alba Milena Flórez González","doi":"10.14483/22487085.13121","DOIUrl":"https://doi.org/10.14483/22487085.13121","url":null,"abstract":"This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"79 10","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508073","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：