A poem written by Lina Daniela Acuña Torres, which talks about an impossible love. She speaks about crying and nights of agony when one is not understood, the incomprehension of those feelings, and the constant search to find someone who understands.
{"title":"Everything","authors":"Lina Daniela Acuña Torres","doi":"10.1093/nq/s4-i.6.134c","DOIUrl":"https://doi.org/10.1093/nq/s4-i.6.134c","url":null,"abstract":"A poem written by Lina Daniela Acuña Torres, which talks about an impossible love. She speaks about crying and nights of agony when one is not understood, the incomprehension of those feelings, and the constant search to find someone who understands.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"377 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80585306","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}
{"title":"Volando sobre el ocaso","authors":"Juan Sebastian Ramos Ayala","doi":"10.19053/2011835x.13100","DOIUrl":"https://doi.org/10.19053/2011835x.13100","url":null,"abstract":"","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80750338","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}
En el día a día, mi quehacer como docente, viene acompañada de trabajo dispendioso dentro de una larga cantidad de estudiantes, entre 30 a 35. Al ser grupos heterogéneos, uno de los problemas presentados en la relación docente-estudiante suele centrarse en proporcionar aprendizaje para todos y proporcionar oportunidades para que cada estudiante progrese individualmente; teniendo en cuenta sus edades, expectativas, necesidades, debilidades, rango de habilidades cognitivas, estilos de aprendizaje, intereses, actitudes, opiniones, sentimientos y comportamientos. En mi experiencia como docente de español como lengua materna e inglés como lengua extranjera, he evidenciado el funcionamiento y desarrollo de algunas alternativas pedagógicas dentro del aula de clase para comprometer el potencial de cada estudiante. Entre ellas, mantener vivo el interés de los estudiantes por medio de la variación, adaptación de actividades y ejercicios de acuerdo con los niveles de velocidad de trabajo en cada uno, el enfoque dialógico-crítico (y la formulación de preguntas abiertas), la importancia de exigir para ascender, realimentar más no corregir y analizar continuamente la propia identidad como ser humano y profesional.
{"title":"¿Cómo comprometer el potencial del estudiante? Proporcionar aprendizaje a partir de las diferencias","authors":"Mariana Ramírez Sánchez","doi":"10.19053/2011835x.13070","DOIUrl":"https://doi.org/10.19053/2011835x.13070","url":null,"abstract":"En el día a día, mi quehacer como docente, viene acompañada de trabajo dispendioso dentro de una larga cantidad de estudiantes, entre 30 a 35. Al ser grupos heterogéneos, uno de los problemas presentados en la relación docente-estudiante suele centrarse en proporcionar aprendizaje para todos y proporcionar oportunidades para que cada estudiante progrese individualmente; teniendo en cuenta sus edades, expectativas, necesidades, debilidades, rango de habilidades cognitivas, estilos de aprendizaje, intereses, actitudes, opiniones, sentimientos y comportamientos. En mi experiencia como docente de español como lengua materna e inglés como lengua extranjera, he evidenciado el funcionamiento y desarrollo de algunas alternativas pedagógicas dentro del aula de clase para comprometer el potencial de cada estudiante. Entre ellas, mantener vivo el interés de los estudiantes por medio de la variación, adaptación de actividades y ejercicios de acuerdo con los niveles de velocidad de trabajo en cada uno, el enfoque dialógico-crítico (y la formulación de preguntas abiertas), la importancia de exigir para ascender, realimentar más no corregir y analizar continuamente la propia identidad como ser humano y profesional.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85423833","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 describes a review of the research developed on the English Language Teaching Practicum (ELTP) as part of a doctoral study on the senses of the ELTP through the experiences and interrelations of the English language teaching practicum community (ELTPC): preservice teachers (PTs), school and university mentors, (SMs-UMs [1]) in the Colombian context. In the first part, the paper situates the ELTP in Initial Language Teacher Education (ILET) and elaborates on the contributions Colombian English Language scholars have made in regard to the ELTP. This review portrays instructional processes, reflective approaches, beliefs, expectations and dichotomies, identity construction, and research as a central axis in ELTP core tendencies. The majority of the studies continue to invisibilize the three-voiced experiences of those subjects who live the ELTP. In the second part, the paper discusses pedagogical colonialism in English Language Teaching (ELT) extended to the ELTP as a static-limited conceptualization that normalizes ELTP. From a decolonial standpoint, I would affirm that understanding the senses of the ELTP through the experiences and interrelations of pre-service teachers, school, and university mentors might contribute to questioning the hegemonic views rooted in epistemic perspectives of the Global North that have dominated the ELT field and therefore the ELTP. Furthermore, we can comprehend the holistic formation processes that pre-service teachers go through with their SMs and UMs to envision different ways of being, doing, and thinking about the plurals and particularities of the ELTP. [1] These terms are used in this paper to address cooperating teachers and university advisors, which have been traditionally named in the literature.
{"title":"Exploring the Landscape of Researching the Teaching Practicum in the ELT Context","authors":"Yolanda Samacá Bohórquez","doi":"10.19053/2011835x.13116","DOIUrl":"https://doi.org/10.19053/2011835x.13116","url":null,"abstract":"This paper describes a review of the research developed on the English Language Teaching Practicum (ELTP) as part of a doctoral study on the senses of the ELTP through the experiences and interrelations of the English language teaching practicum community (ELTPC): preservice teachers (PTs), school and university mentors, (SMs-UMs [1]) in the Colombian context. In the first part, the paper situates the ELTP in Initial Language Teacher Education (ILET) and elaborates on the contributions Colombian English Language scholars have made in regard to the ELTP. This review portrays instructional processes, reflective approaches, beliefs, expectations and dichotomies, identity construction, and research as a central axis in ELTP core tendencies. The majority of the studies continue to invisibilize the three-voiced experiences of those subjects who live the ELTP. In the second part, the paper discusses pedagogical colonialism in English Language Teaching (ELT) extended to the ELTP as a static-limited conceptualization that normalizes ELTP. From a decolonial standpoint, I would affirm that understanding the senses of the ELTP through the experiences and interrelations of pre-service teachers, school, and university mentors might contribute to questioning the hegemonic views rooted in epistemic perspectives of the Global North that have dominated the ELT field and therefore the ELTP. Furthermore, we can comprehend the holistic formation processes that pre-service teachers go through with their SMs and UMs to envision different ways of being, doing, and thinking about the plurals and particularities of the ELTP. [1] These terms are used in this paper to address cooperating teachers and university advisors, which have been traditionally named in the literature.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"222 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85899006","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 analysis of different perceptions allows us to build a general viewpoint to find common factors on a specific topic. This study focuses on pre-service teachers’ perceptions regarding the implementation and scope of the Suggested English Curriculum (SEC) in rural areas of Boyacá, Colombia. A qualitative case study was conducted through narrative interviews, open-ended questionnaires, and a focus group. Several points of view were collected and classified into three categories explored from a narrow perspective to generate a broader view of the object of the study along with its respective exploration and analysis. Overall, pre-service teachers perceive it is difficult to achieve most of the SEC objectives in rural areas, given its characteristics and the high expectations from the Colombian Ministry of National Education (MEN due to its acronym in Spanish). Finally, the authors explore pedagogical implications and determine the path for further research.
{"title":"Pre-service Teachers’ Perceptions on Governmental Suggested English Curriculum in Rural Areas","authors":"Angela Pamela Carrasco González, Jenny Paola Gómez Villamil, Sussan Lillyneth Samacá Numpaque, Esther Tamayo Montañez","doi":"10.19053/2011835x.13068","DOIUrl":"https://doi.org/10.19053/2011835x.13068","url":null,"abstract":"The analysis of different perceptions allows us to build a general viewpoint to find common factors on a specific topic. This study focuses on pre-service teachers’ perceptions regarding the implementation and scope of the Suggested English Curriculum (SEC) in rural areas of Boyacá, Colombia. A qualitative case study was conducted through narrative interviews, open-ended questionnaires, and a focus group. Several points of view were collected and classified into three categories explored from a narrow perspective to generate a broader view of the object of the study along with its respective exploration and analysis. Overall, pre-service teachers perceive it is difficult to achieve most of the SEC objectives in rural areas, given its characteristics and the high expectations from the Colombian Ministry of National Education (MEN due to its acronym in Spanish). Finally, the authors explore pedagogical implications and determine the path for further research.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88119811","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 author, Daniel Alejandro Álvarez Contreras, provides a narrative perspective on the relationship between our head and our thoughts.
作者丹尼尔·亚历杭德罗Álvarez孔特雷拉斯提供了一个关于我们的头脑和思想之间关系的叙事视角。
{"title":"Cabeza","authors":"Daniel Alejandro Álvarez Contreras","doi":"10.19053/2011835x.11987","DOIUrl":"https://doi.org/10.19053/2011835x.11987","url":null,"abstract":"The author, Daniel Alejandro Álvarez Contreras, provides a narrative perspective on the relationship between our head and our thoughts. ","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82462601","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}
Gloria Lizeth Barón, a student in the languages program, painted the piece titled Masks. We want to highlight this oil on canvas because the work is representative of a poem titled We Wear the Mask by Paul Laurence Dunbar. Though the poem was written from 1872 to 1906, the poet speaks of the hardships of racism and discrimination in society that resonate with us today. The current reckoning of protests around the world to stop systemic racism makes Gloria's piece more relevant than ever.
{"title":"Masks","authors":"Gloria Lizeth Barón Ruiz","doi":"10.19053/2011835x.11990","DOIUrl":"https://doi.org/10.19053/2011835x.11990","url":null,"abstract":"Gloria Lizeth Barón, a student in the languages program, painted the piece titled Masks. We want to highlight this oil on canvas because the work is representative of a poem titled We Wear the Mask by Paul Laurence Dunbar. Though the poem was written from 1872 to 1906, the poet speaks of the hardships of racism and discrimination in society that resonate with us today. The current reckoning of protests around the world to stop systemic racism makes Gloria's piece more relevant than ever.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81408390","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}
Olivia is a 9-year-old girl who loves singing. However, her mother dreams of her being queen in beauty contests, so she doesn’t know that her daughter has an incredible voice! Accompany little "Liv" on her adventure through the world of beauty pageants and the Little Miss Winter Tossel City to show her parents and the world her true talent.
{"title":"No One But You","authors":"Maria José Martínez Giraldo","doi":"10.19053/2011835x.11997","DOIUrl":"https://doi.org/10.19053/2011835x.11997","url":null,"abstract":"Olivia is a 9-year-old girl who loves singing. However, her mother dreams of her being queen in beauty contests, so she doesn’t know that her daughter has an incredible voice! Accompany little \"Liv\" on her adventure through the world of beauty pageants and the Little Miss Winter Tossel City to show her parents and the world her true talent.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76022912","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}
{"title":"El arte es pertubador","authors":"Juan Sebastian Ramos Ayala","doi":"10.19053/2011835x.11991","DOIUrl":"https://doi.org/10.19053/2011835x.11991","url":null,"abstract":"","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78217887","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}
Daniela Alexandra Yepes Gonzalez draws us into a personal experience she had in an English practicum class, where her teacher asked her what understanding something meant. To answer the question, she turned to multiliteracies and comprehension through lived experiences. The author concludes by telling us how she has adapted these concepts in her own teaching practice.
丹妮拉·亚历山德拉·耶佩斯·冈萨雷斯(Daniela Alexandra Yepes Gonzalez)向我们讲述了她在英语实习课上的亲身经历，她的老师问她理解某件事是什么意思。为了回答这个问题，她求助于多元文化和通过生活经验来理解。作者最后告诉我们她是如何在自己的教学实践中运用这些概念的。
{"title":"Understanding Something Means","authors":"Daniela Alexandra Yepes Gonzalez","doi":"10.19053/2011835x.11998","DOIUrl":"https://doi.org/10.19053/2011835x.11998","url":null,"abstract":"Daniela Alexandra Yepes Gonzalez draws us into a personal experience she had in an English practicum class, where her teacher asked her what understanding something meant. To answer the question, she turned to multiliteracies and comprehension through lived experiences. The author concludes by telling us how she has adapted these concepts in her own teaching practice.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87483661","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：