Today more than ever it is critical to guide future teachers in the direction of understanding how people participate and constitute social reality as a seedbed to create more significant language curriculums that respond to school students’ needs and empower them to act more critically in their worlds. This article discusses the way pre-service teachers started to become aware of the need to establish relationships between community resources (linguistic, social, and cultural) and their role as individuals and teachers to enact critical pedagogy. This qualitative exploration was developed with three different groups of students in an English undergraduate program in a public university. Data were gathered by means of community mapping reports (Kreztmann & Mckinght, 1993) and presentations, students’ insights into community based pedagogy in teacher education (Schecter, Solomon, & Kittmer, 2003), and pedagogical projects designed and carried out in the schools where they did the teaching practicum. The outcomes of this study brought to light how pre-service began making connections between the principles of community based pedagogy and the language curriculum in the schools. Findings demonstrate the way they encouraged their students to explore their communities from different perspectives and promoted students’ role of inquirers of themselves and their contexts.
{"title":"Community based pedagogy as an eye–opening for pre-service teachers’ initial connections with the school curriculum","authors":"S. Lastra, Deyssi Acosta, N. Durán","doi":"10.14483/22487085.13047","DOIUrl":"https://doi.org/10.14483/22487085.13047","url":null,"abstract":"Today more than ever it is critical to guide future teachers in the direction of understanding how people participate and constitute social reality as a seedbed to create more significant language curriculums that respond to school students’ needs and empower them to act more critically in their worlds. This article discusses the way pre-service teachers started to become aware of the need to establish relationships between community resources (linguistic, social, and cultural) and their role as individuals and teachers to enact critical pedagogy. This qualitative exploration was developed with three different groups of students in an English undergraduate program in a public university. Data were gathered by means of community mapping reports (Kreztmann & Mckinght, 1993) and presentations, students’ insights into community based pedagogy in teacher education (Schecter, Solomon, & Kittmer, 2003), and pedagogical projects designed and carried out in the schools where they did the teaching practicum. The outcomes of this study brought to light how pre-service began making connections between the principles of community based pedagogy and the language curriculum in the schools. Findings demonstrate the way they encouraged their students to explore their communities from different perspectives and promoted students’ role of inquirers of themselves and their contexts. ","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":"https://sci-hub-pdf.com/10.14483/22487085.13047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41577988","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 purposes to analyze constitutive and constituent elements of the subjectivities of teachers in the context of government practices that promote “teacher excellence”. For this purpose, this text is concerned with the questioning of these discourses and their effects on the constitution of subjectivities, it also arises how to recognize characteristics or powers that can make alternative practices of subjectivation possible. The article begins with a critical and reflexive approach on the conditions of teacher training and exercise within the framework of current policies of educational quality within the current political economy of human capital. Something that in the educative applies with the concept of “Educational Excellence”. In a second moment, explains the contributions of theoretical order on the notions of subject-subjectivation-subjectivity, based on the approaches of authors like Foucault, (1995, 2005, 2012), Lazzarato, (2006, 2010), De Sousa Santos, (2000) and Deleuze, (1995), among others. With these two aspects it is expected to perform a critical analysis of the elements that make up the teaching subjectivities today, making visible possible lines of flight, which would allow desujetion processes.
{"title":"Subjetividades docentes en tiempos de la excelencia educativa","authors":"María Eugenia Plata Santos","doi":"10.14483/22487085.12624","DOIUrl":"https://doi.org/10.14483/22487085.12624","url":null,"abstract":"This article purposes to analyze constitutive and constituent elements of the subjectivities of teachers in the context of government practices that promote “teacher excellence”. For this purpose, this text is concerned with the questioning of these discourses and their effects on the constitution of subjectivities, it also arises how to recognize characteristics or powers that can make alternative practices of subjectivation possible. The article begins with a critical and reflexive approach on the conditions of teacher training and exercise within the framework of current policies of educational quality within the current political economy of human capital. Something that in the educative applies with the concept of “Educational Excellence”. In a second moment, explains the contributions of theoretical order on the notions of subject-subjectivation-subjectivity, based on the approaches of authors like Foucault, (1995, 2005, 2012), Lazzarato, (2006, 2010), De Sousa Santos, (2000) and Deleuze, (1995), among others. With these two aspects it is expected to perform a critical analysis of the elements that make up the teaching subjectivities today, making visible possible lines of flight, which would allow desujetion processes.","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":"66693418","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}
Involving teachers and students in an interaction with their community can provide opportunities to develop literacies from a critical viewpoint. From this perspective, an active exploration and transformation of socio cultural realities can be promoted. This article will serve as a reflection on the theory of community-based pedagogies as a means of fostering pre-service language teachers’ commitment in the construction of an alternative curriculum. Additionally, it calls for the appreciation of cultural context as a text for shaping and reconstructing the world, where learners explore their everyday understandings and practices, and teachers become authors of a curriculum that engages with material realities (Luke & Woods, 2009). Thus, it promotes inquiry in early teaching experiences as a source for creating new alternatives and functional understandings through problem posing involving diversity, creativity, and reflections as the main core in the curriculum (Short & Burke, 1991). Moreover, it supports valuing local knowledge (Canagarajah, 2005) as the foundation of an inclusive learning environment that empowers prospective teachers to envision their practice as an emancipatory exercise that demands relating the community to the classroom dynamic. Finally, it concludes that exploring socio cultural assets with the aim of enriching the EFL curriculum can inspire a context-sensitive practice that transforms both pre-service teachers and students’ lived experiences.
{"title":"Promoting the Use of Local Literacies in EFL Pre-Service Teachers to Inspire their Teaching Practice","authors":"Yuly Andrea Nieto Gómez","doi":"10.14483/22487085.13005","DOIUrl":"https://doi.org/10.14483/22487085.13005","url":null,"abstract":"Involving teachers and students in an interaction with their community can provide opportunities to develop literacies from a critical viewpoint. From this perspective, an active exploration and transformation of socio cultural realities can be promoted. This article will serve as a reflection on the theory of community-based pedagogies as a means of fostering pre-service language teachers’ commitment in the construction of an alternative curriculum. Additionally, it calls for the appreciation of cultural context as a text for shaping and reconstructing the world, where learners explore their everyday understandings and practices, and teachers become authors of a curriculum that engages with material realities (Luke & Woods, 2009). Thus, it promotes inquiry in early teaching experiences as a source for creating new alternatives and functional understandings through problem posing involving diversity, creativity, and reflections as the main core in the curriculum (Short & Burke, 1991). Moreover, it supports valuing local knowledge (Canagarajah, 2005) as the foundation of an inclusive learning environment that empowers prospective teachers to envision their practice as an emancipatory exercise that demands relating the community to the classroom dynamic. Finally, it concludes that exploring socio cultural assets with the aim of enriching the EFL curriculum can inspire a context-sensitive practice that transforms both pre-service teachers and students’ lived experiences.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"12 5","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508070","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 how to recognise and make student and community assets the subject of curriculum is at the core of teachers’ designs and enactments of critical and inclusive pedagogies. However, this era of globalisation and standardisation, where education is increasingly seen as a commodity that underscores economic competitiveness, has made space for local knowledge production, hard to find. Knowing how to incorporate community problems in school-based student-led inquiries, whilst meeting authorised learning outcomes, is also challenging. At the same time there are particular pressures on language teachers where states extol the benefits of English, or another foreign language literacy for global competitiveness. Yet, educational researchers and teacher educators know the potential power of working with students’ assets and motivations to enhance language and literacy learning in classrooms. Community based approaches to language education in various places in Latin America are explored in this issue with contributions from teacher-researchers, collaborative teams, teacher educators and university-based researchers.
{"title":"Community-Based Approaches to Foreign Language Education","authors":"B. Comber","doi":"10.14483/22487085.13839","DOIUrl":"https://doi.org/10.14483/22487085.13839","url":null,"abstract":"Learning how to recognise and make student and community assets the subject of curriculum is at the core of teachers’ designs and enactments of critical and inclusive pedagogies. However, this era of globalisation and standardisation, where education is increasingly seen as a commodity that underscores economic competitiveness, has made space for local knowledge production, hard to find. Knowing how to incorporate community problems in school-based student-led inquiries, whilst meeting authorised learning outcomes, is also challenging. At the same time there are particular pressures on language teachers where states extol the benefits of English, or another foreign language literacy for global competitiveness. Yet, educational researchers and teacher educators know the potential power of working with students’ assets and motivations to enhance language and literacy learning in classrooms. Community based approaches to language education in various places in Latin America are explored in this issue with contributions from teacher-researchers, collaborative teams, teacher educators and university-based researchers.","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":"41978693","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 investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that participants from the experimental group who had received EFL instruction scored significantly higher on all sections of the assessment than those participants in the control group. Results may inform programmatic decision-making about simultaneous or sequential approaches on the impact of early EFL on biliteracy development, with broader implications that examine who has access to early EFL instruction, and whether it will ultimately lead to higher L2 proficiency.
{"title":"Early EFL Instruction and L1 Literacy","authors":"Kristen M Lindahl, P. Sayer","doi":"10.14483/22487085.12900","DOIUrl":"https://doi.org/10.14483/22487085.12900","url":null,"abstract":"This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that participants from the experimental group who had received EFL instruction scored significantly higher on all sections of the assessment than those participants in the control group. Results may inform programmatic decision-making about simultaneous or sequential approaches on the impact of early EFL on biliteracy development, with broader implications that examine who has access to early EFL instruction, and whether it will ultimately lead to higher L2 proficiency.","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":"45962454","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}
Nohora Inés Porras, Lenys Smith Díaz, Marlen María Nieves
Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning.
{"title":"Reverse mentoring and peer coaching as professional development strategies","authors":"Nohora Inés Porras, Lenys Smith Díaz, Marlen María Nieves","doi":"10.14483/22487085.12422","DOIUrl":"https://doi.org/10.14483/22487085.12422","url":null,"abstract":"Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning. ","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":"48978752","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}
Dada la necesidad de avanzar en la comprension del reconocimiento de usos metaforicos en ninos [1] escolares desde una perspectiva psicolinguistica del lenguaje en uso que supere la mirada de la psicologia del desarrollo, este articulo presenta los resultados de un estudio de reconocimiento de metaforas en textos de literatura infantil. Se tiene como premisa que la metafora linguistica es un fenomeno de uso del lenguaje y que el analisis de su procesamiento supone considerar los procesos de comprension textual. El material linguistico fue tomado de la literatura infantil y se utilizo una tarea de subrayado. Se opto por un diseno ANOVA con dos factores inter-sujeto (comprension lectora y grado escolar). Los resultados indican avances en el reconocimiento metaforico con el grado escolar y con el nivel de comprension lectora y una significativa influencia de esta ultima, sobrepasando en algunos casos a la del grado escolar; asi como diferencias importantes en desempenos de ninos con el mismo nivel de comprension lectora. Como conclusion se plantea la relevancia de la comprension lectora y la importancia de identificar el rol de los diferentes aspectos de esta en el reconocimiento metaforico. [1] Se utilizara este termino para referirse al conjunto de participantes: ninos y ninas.
{"title":"Reconocimiento de metáforas de literatura en niños escolares","authors":"P. Pineda","doi":"10.14483/22487085.11818","DOIUrl":"https://doi.org/10.14483/22487085.11818","url":null,"abstract":"Dada la necesidad de avanzar en la comprension del reconocimiento de usos metaforicos en ninos [1] escolares desde una perspectiva psicolinguistica del lenguaje en uso que supere la mirada de la psicologia del desarrollo, este articulo presenta los resultados de un estudio de reconocimiento de metaforas en textos de literatura infantil. Se tiene como premisa que la metafora linguistica es un fenomeno de uso del lenguaje y que el analisis de su procesamiento supone considerar los procesos de comprension textual. El material linguistico fue tomado de la literatura infantil y se utilizo una tarea de subrayado. Se opto por un diseno ANOVA con dos factores inter-sujeto (comprension lectora y grado escolar). Los resultados indican avances en el reconocimiento metaforico con el grado escolar y con el nivel de comprension lectora y una significativa influencia de esta ultima, sobrepasando en algunos casos a la del grado escolar; asi como diferencias importantes en desempenos de ninos con el mismo nivel de comprension lectora. Como conclusion se plantea la relevancia de la comprension lectora y la importancia de identificar el rol de los diferentes aspectos de esta en el reconocimiento metaforico. [1] Se utilizara este termino para referirse al conjunto de participantes: ninos y ninas.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"25-34"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48568064","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 reports the results and reflections of an analysis of the EFL textbook provided by the Ministry of Education of Chile to all 11 th graders in public and subsidized schools . The objective of this article is to identify the type(s) of comprehension developed in the listening comprehension section. The results show that the there is no clear progress across the units and that the vast majority of the tasks aim at comprehension at the surface level. This significantly reduces the opportunities to develop critical thinking and to foster the perception of listening as an active skill.
{"title":"Types of listening comprehension developed in the Chilean EFL textbook Global English","authors":"Benjamín Cárcamo Morales","doi":"10.14483/22487085.12313","DOIUrl":"https://doi.org/10.14483/22487085.12313","url":null,"abstract":"This article reports the results and reflections of an analysis of the EFL textbook provided by the Ministry of Education of Chile to all 11 th graders in public and subsidized schools . The objective of this article is to identify the type(s) of comprehension developed in the listening comprehension section. The results show that the there is no clear progress across the units and that the vast majority of the tasks aim at comprehension at the surface level. This significantly reduces the opportunities to develop critical thinking and to foster the perception of listening as an active skill.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"49-61"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433990","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 report describes a mixed study comparing the writing performance of 60 EFL students in three intact groups, during their first semester of an English undergraduate Program at a university in the South of Chile. Three types of focused, Indirect Written Corrective Feedback (henceforth WCF) were used: group 1, coding (n=23); group 2, brief grammatical explanation (n=22); and group 3, underlining (n=15). Feedback was given on five targeted linguistic categories. A pretest was applied before the 16-week treatment took place, as well as a posttest. Students received explicit grammar training and knowledge of genres; multiple-drafting was used in a writing portfolio based class that allowed them to see their progress over time. Frequency and standard deviation of errors were calculated for the pre and posttest. Qualitative data was collected from group semi-structured interviews and were analyzed using content analysis. Results show that 3 out of the 5 linguistic categories have a significant improvement in terms of accuracy, and there are differences among types of feedback. Interviews indicate that students are satisfied with the writing portfolio system because it allows them to keep track on their progress; they value the systematic feedback and have a positive attitude towards multiple drafting and the writing process approach.
{"title":"Combining the strategies of using focused written corrective feedback: a study with upper-elementary Chilean EFL learners","authors":"P. Jeldres, M. Espinoza","doi":"10.14483/22487085.12332","DOIUrl":"https://doi.org/10.14483/22487085.12332","url":null,"abstract":"This report describes a mixed study comparing the writing performance of 60 EFL students in three intact groups, during their first semester of an English undergraduate Program at a university in the South of Chile. Three types of focused, Indirect Written Corrective Feedback (henceforth WCF) were used: group 1, coding (n=23); group 2, brief grammatical explanation (n=22); and group 3, underlining (n=15). Feedback was given on five targeted linguistic categories. A pretest was applied before the 16-week treatment took place, as well as a posttest. Students received explicit grammar training and knowledge of genres; multiple-drafting was used in a writing portfolio based class that allowed them to see their progress over time. Frequency and standard deviation of errors were calculated for the pre and posttest. Qualitative data was collected from group semi-structured interviews and were analyzed using content analysis. Results show that 3 out of the 5 linguistic categories have a significant improvement in terms of accuracy, and there are differences among types of feedback. Interviews indicate that students are satisfied with the writing portfolio system because it allows them to keep track on their progress; they value the systematic feedback and have a positive attitude towards multiple drafting and the writing process approach.","PeriodicalId":10484,"journal":{"name":"Colombian Applied Linguistics Journal","volume":"20 1","pages":"79-90"},"PeriodicalIF":0.3,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45143607","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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