The following case study describes and interprets pen pal letter exchanges between medical students and rural elementary school students. This study was carried out with three third and fourth semester medical students at a public university in Tunja, Colombia. In addition, we also worked with a group of five elementary school girls from a rural community located 20 minutes from the university. Both groups participated in exchanging pen pal letters in English as a way to foster the sociocultural competence in communication. In order to analyze the communication established between the participants, we used students’ artifacts, field notes, and reflective discussions. The findings revealed that the students’ fostered authentic communication based on the language they wanted to convey. As the communication between the students developed, instances of affiliates, advice giving, imitation, modeling, and empathy appeared. The pen pal letters showed that both groups are in a crucial period of identity construction, for which pen pal letters can help empower students and model positive behavior.
{"title":"Dear Someone: Connecting Medical Students and Rural Elementary School Students Through Pen Pal Letters","authors":"Anna Carolina Peñaloza, Ana Olga Rallón","doi":"10.19053/2011835x.9793","DOIUrl":"https://doi.org/10.19053/2011835x.9793","url":null,"abstract":"The following case study describes and interprets pen pal letter exchanges between medical students and rural elementary school students. This study was carried out with three third and fourth semester medical students at a public university in Tunja, Colombia. In addition, we also worked with a group of five elementary school girls from a rural community located 20 minutes from the university. Both groups participated in exchanging pen pal letters in English as a way to foster the sociocultural competence in communication. In order to analyze the communication established between the participants, we used students’ artifacts, field notes, and reflective discussions. The findings revealed that the students’ fostered authentic communication based on the language they wanted to convey. As the communication between the students developed, instances of affiliates, advice giving, imitation, modeling, and empathy appeared. The pen pal letters showed that both groups are in a crucial period of identity construction, for which pen pal letters can help empower students and model positive behavior.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84708850","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}
Bertha Ramos Holguín, Anna Carolina Peñaloza Rallón
This section includes the main information about the journal, editorial committee and collaborators, and table of contents.
这部分包括期刊的主要信息、编辑委员会和合作者以及目录表。
{"title":"Preliminaries","authors":"Bertha Ramos Holguín, Anna Carolina Peñaloza Rallón","doi":"10.19053/2011835x.10399","DOIUrl":"https://doi.org/10.19053/2011835x.10399","url":null,"abstract":"This section includes the main information about the journal, editorial committee and collaborators, and table of contents. ","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78199603","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}
La presente es una historia de fantasía, la cual fue escrita con el fin de facilitar el aprendizaje de expresiones cotidianas del francés, por lo que se encuentra escrito en un lenguaje sencillo que se acerca más al francés hablado que al francés literario.
{"title":"Aventure sur l’île de Yupi","authors":"Karen Eliana Preciado Ochoa","doi":"10.19053/2011835x.10402","DOIUrl":"https://doi.org/10.19053/2011835x.10402","url":null,"abstract":"La presente es una historia de fantasía, la cual fue escrita con el fin de facilitar el aprendizaje de expresiones cotidianas del francés, por lo que se encuentra escrito en un lenguaje sencillo que se acerca más al francés hablado que al francés literario.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83588348","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}
Lina Katerine Amaya Pérez, Mario Santiago Fonseca Parra, Juan Esteban Pineda Guarín
This qualitative action research study analyzed the effect of Task Based Learning (TBL) through meaningful materials in the writing process of Spanish as a Second Language (SSL) for fifth graders from a Sikuani indigenous school located in Puerto Gaitán, Meta, Colombia. Throughout the sessions, task included different materials and games, such as a linguistic roulette, in order to help students foster cohesion when writing in Spanish as a second language. The instruments used to collect data were students’ artifacts (narrative texts), field notes, and semi-structured interviews. The results obtained showed that after the implementation, students were able to write short sentences using the parts of speech, such us articles, nouns, nd verb conjugations, accurately according to Spanish grammar.
{"title":"Cohesion in Spanish as a Second Language in an Indigenous School","authors":"Lina Katerine Amaya Pérez, Mario Santiago Fonseca Parra, Juan Esteban Pineda Guarín","doi":"10.19053/2011835x.10398","DOIUrl":"https://doi.org/10.19053/2011835x.10398","url":null,"abstract":"This qualitative action research study analyzed the effect of Task Based Learning (TBL) through meaningful materials in the writing process of Spanish as a Second Language (SSL) for fifth graders from a Sikuani indigenous school located in Puerto Gaitán, Meta, Colombia. Throughout the sessions, task included different materials and games, such as a linguistic roulette, in order to help students foster cohesion when writing in Spanish as a second language. The instruments used to collect data were students’ artifacts (narrative texts), field notes, and semi-structured interviews. The results obtained showed that after the implementation, students were able to write short sentences using the parts of speech, such us articles, nouns, nd verb conjugations, accurately according to Spanish grammar.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76474835","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}
It is time to face the facts. Every day we are asked to write more and more in English. Our academic existence is dependent on whether we can publish in English or perish (Mauranen, Pérez-Llantada, & Swales, 2010). English has become the lingua franca of science and knowledge, but what happens when the structures and rules of standard Academic Writing seem to be against us? Well, writers learn to adapt. We use translators, copy model structures, look for outside help, hire proofreaders, and talk to teachers. Despite our efforts, only a few writers become successful. What if we could find a solution within our own context? What if these successful writers had a secret to share with the rest of us? After all, every individual has been through a “writing process”, a series of events that have shaped the writer. By looking at the events that made successful writers who they are, we could understand how to better improve teaching practices in writing, develop efficient writing strategies, and promote individual writing styles all within our own context.
是时候面对现实了。每天我们被要求用英语写越来越多的东西。我们的学术存在取决于我们是否能用英语发表或灭亡(Mauranen, p rez- llantada， & Swales, 2010)。英语已经成为科学和知识的通用语，但是当标准学术写作的结构和规则似乎与我们背道而驰时，会发生什么呢?作家要学会适应。我们使用翻译，复制模型结构，寻求外部帮助，聘请校对，并与老师交谈。尽管我们努力了，但只有少数作家成功了。如果我们能在自己的环境中找到解决方案呢?如果这些成功的作家有一个秘密与我们分享呢?毕竟，每个人都经历过一个“写作过程”，一系列的事件塑造了作家。通过观察造就成功作家的事件，我们可以了解如何更好地改善写作教学实践，开发有效的写作策略，并在我们自己的环境中促进个人写作风格。
{"title":"Writer and Process: A Success Story Waiting to Happen","authors":"Anna Carolina Peñaloza Rallón","doi":"10.19053/2011835x.10385","DOIUrl":"https://doi.org/10.19053/2011835x.10385","url":null,"abstract":"It is time to face the facts. Every day we are asked to write more and more in English. Our academic existence is dependent on whether we can publish in English or perish (Mauranen, Pérez-Llantada, & Swales, 2010). English has become the lingua franca of science and knowledge, but what happens when the structures and rules of standard Academic Writing seem to be against us? Well, writers learn to adapt. We use translators, copy model structures, look for outside help, hire proofreaders, and talk to teachers. Despite our efforts, only a few writers become successful. What if we could find a solution within our own context? What if these successful writers had a secret to share with the rest of us? After all, every individual has been through a “writing process”, a series of events that have shaped the writer. By looking at the events that made successful writers who they are, we could understand how to better improve teaching practices in writing, develop efficient writing strategies, and promote individual writing styles all within our own context.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90655414","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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