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Participants’ Narratives of the Fulbright FLTA Program on their Intercultural and Professional Experience 富布赖特FLTA项目参与者的跨文化和专业经验叙述
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/10.19183/how.30.2.737
Angela Patricia Velásquez-Hoyos, Lizeth Andrea Martínez-Burgos
This paper reports the results of a narrative inquiry study on exchange programs, intercultural awareness, and professional development in eight former participants of the Fulbright Foreign Language Teaching Assistant -FLTA- program. This study used written narratives to collect data from eight participants of the FLTA scholarship program who belonged to the cohort 2017-2018. The results of this study showed that after being a FLTA, participants improved their English language skills; they became more aware of their teaching practices by implementing and adapting different teaching methodologies, they experienced cross-cultural interaction, and understood better cultural differences which really fostered their personal and professional development as English language teachers in their home countries.
本文报告了一项关于交流项目、跨文化意识和专业发展的叙述性探究研究的结果,研究对象是8位前富布赖特外语助教项目的参与者。本研究采用书面叙述的方式收集了FLTA奖学金项目的8名参与者的数据,他们属于2017-2018年的队列。本研究的结果表明,在成为FLTA之后,参与者的英语语言技能得到了提高;他们通过实施和适应不同的教学方法,对自己的教学实践有了更多的认识,他们经历了跨文化的互动,更好地理解了文化差异,这真正促进了他们作为本国英语教师的个人和专业发展。
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引用次数: 0
Elementary Teacher’s Conceptions towards the Incorporation of English in Their Teaching Practices 小学教师融入英语教学的观念
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.671
Marian Lissett Olaya-Mesa, Willian Alexander Mora
Teacher´s beliefs and conceptions of teaching English are an important area for the professional development path of primary teachers. Giving primary teachers opportunities to grow professionally and support their learning belongs to the wide variety of practices that can be implemented to foster early education today. To do that, the Colombian government has implemented different initiatives; however, through the exploration of literature, primary public-school teachers need more professional development opportunities to fulfill the objectives stated by the Ministry of National Education. This is why, the present study aims to investigate the perceptions and attitudes of elementary rural teachers involved in the incorporation of English in their teaching practices. A total of ten teachers were selected to be involved during a semester that lasts the implementation of the project. Through qualitative research under the exploratory paradigm, we identified frustration, motivation, and lack of expertise as the main perceptions that interfere the teaching practices of the selected population. Findings suggest that professional development strategies should be incorporated as an eventual strategy to foster the teaching practices in the classroom.
教师对英语教学的信念和观念是小学教师专业发展道路的一个重要方面。为小学教师提供专业成长的机会,并支持他们的学习,是当今促进早期教育可以实施的各种做法之一。为此,哥伦比亚政府实施了不同的举措;然而,通过文学的探索,公立小学教师需要更多的专业发展机会,以实现国家教育部提出的目标。这就是为什么本研究旨在调查农村小学教师在教学实践中融入英语的看法和态度。总共有10名教师被选中在项目实施的一个学期中参与其中。通过探索性范式下的定性研究,我们确定挫折、动机和缺乏专业知识是干扰选定人群教学实践的主要感知。研究结果表明,应将专业发展策略作为促进课堂教学实践的最终策略。
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引用次数: 0
English Teachers' Perceptions of a Language Assessment Literacy Course 英语教师对语言评估扫盲课程的看法
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/10.19183/how.30.2.750
Frank Giraldo, Daniela Escalante-Villa, Daniela Isaza-Palacio
Language assessment literacy has gained recent attention in the field of language testing, particularly on teachers’ profile. However, the literature on LAL is limited regarding teachers’ perceptions of language assessment courses. In this paper, we used a case study method to characterize the perceptions of eighteen English language teachers into three components of an online assessment course: contents, activities, and impact on their professional development. For data collection, we used a questionnaire and a focus group interview. Findings indicate that the teachers perceived course contents as organized, relevant, and useful; they also considered test analysis and collaborative tasks as valuable. Regarding professional development, the teachers explained that test-analysis tasks made them aware of their mistakes in assessment. Finally, the teachers suggested that the course raised their awareness of what language assessment is and does. Based on these results, we provide recommendations for LAL courses elsewhere.
语言评估素养最近在语言测试领域受到关注,尤其是在教师形象方面。然而,关于LAL的文献在教师对语言评估课程的看法方面是有限的。在本文中,我们采用案例研究的方法,将18名英语教师的认知描述为在线评估课程的三个组成部分:内容、活动和对其专业发展的影响。在数据收集方面,我们使用了问卷调查和焦点小组访谈。研究结果表明,教师认为课程内容具有组织性、相关性和有用性;他们还认为测试分析和协作任务很有价值。关于专业发展,老师们解释说,测试分析任务让他们意识到自己在评估中的错误。最后,教师们建议,这门课程提高了他们对语言评估是什么和做什么的认识。基于这些结果,我们为其他地方的LAL课程提供建议。
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引用次数: 0
Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Experiences 语言教育学中的体现女性主义。两位语言教师的经验研究
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/10.19183/how.30.2.744
Karen Tatiana Camargo-Ruiz, Daniel Aponte-Moniquirá
Gender studies have become relevant for English language teaching and initial teacher education. This study uses a narrative inquiry approach to inspect two language teachers’ life stories in an initial teacher education program. We document how their femininities and identities are embodied through their language pedagogy since it is a praxis that allows resistance and resurgence against paradigms that limit their identities. Findings reveal that femininities provide a broader spectrum of individual gender realities and constructions. Teachers’ femininities are embodied in teachers’ practices. This is why some traits of these embodiments can be related to hegemonic aspects of gender, without this necessarily meaning that there is no resistance in the pedagogical field. On the contrary, it shows the capacity to redefine these attitudes that, from the pedagogical perspective, resist the hegemony of teacher gender identity.
性别研究已成为英语教学和初级教师教育的重要内容。本研究采用叙事探究的方法,考察两位语言教师在初始教师教育计划中的生平故事。我们记录了她们的女性特质和身份是如何通过她们的语言教学体现出来的,因为这是一种允许对限制她们身份的范式进行抵抗和复兴的实践。研究结果表明,女性提供了更广泛的个人性别现实和结构。教师的女性化体现在教师的实践中。这就是为什么这些体现的一些特征可以与性别的霸权方面有关,这并不一定意味着在教学领域没有抵抗。相反,它显示了重新定义这些态度的能力,从教育学的角度来看,抵制教师性别认同的霸权。
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引用次数: 0
EFL Teacher Professional Development Needs: Voices from the Periphery 英语教师专业发展需求:来自外围的声音
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.762
Marta Isabel Barrientos-Moncada, Natalia Andrea Carvajal-Castaño, Hernán Santiago Aristizabal-Cardona
EFL teachers’ professional development in Colombia has been characterized by top-down policies that neglect the regions in terms of contextualized professional development programs and resources. This article is an effort to make EFL teachers’ needs in the Eastern region of Antioquia, Colombia, visible for academic institutions and local authorities to propose coherent professional development programs. This report is based on a section of the findings of a larger study called “Diagnosis of the needs about plurilingualism in the regions of Antioquia”. Findings show that EFL teachers in the Eastern region claim for ongoing and contextualized professional development programs, differentiated for primary and secondary-school teachers, and focused on instructional material design and adaptation according to the resources available in the local communities. Conclusions from this study outline implications for educational institutions to support teachers in pursuing their professional development within their contexts, methodological limitations for researchers, and possibilities for further research for stakeholders in the territory.
哥伦比亚英语教师专业发展的特点是自上而下的政策,在情境化专业发展计划和资源方面忽视了地区。本文旨在揭示哥伦比亚安蒂奥基亚东部地区英语教师的需求,为学术机构和地方政府提出连贯的专业发展计划提供参考。本报告基于一项名为“安蒂奥基亚地区多语需求诊断”的大型研究结果的一部分。调查结果显示,东部地区的英语教师要求持续的和情境化的专业发展计划,对小学和中学教师进行区分,并根据当地社区的可用资源关注教学材料的设计和适应。这项研究的结论概述了教育机构支持教师在其环境中追求专业发展的意义,研究人员的方法局限性,以及为香港利益相关者进行进一步研究的可能性。
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引用次数: 0
Editorial 编辑
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.800
Edgar Lucero-Babativa
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引用次数: 0
Portraying Students’ Emotions in English Conversation Clubs at a Colombian University 哥伦比亚大学英语会话俱乐部中学生情绪的刻画
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.722
Anthony Ceron, Norbella Miranda
Emotions are ubiquitous and permeate all aspects of human life, including language learning. However, little attention has been paid to emotions in the ELT curriculum, let alone in the design and implementation of conversations clubs. In this article, we share the qualitative results of a mixed-method study on students’ emotions while participating in a conversation club at a public university in Colombia. Findings show an ample range of students’ emotions, factors commonly associated with these emotions such as academic load and personal life, and the connections of emotions with students’ language learning processes. This study identifies how emotions can facilitate or interfere with language learning, highlights the importance of emotions in the development of oral skills in the context of conversation clubs, and contributes to the understanding of the language learner from a holistic perspective in the field of Applied Linguistics.
情感无处不在,渗透到人类生活的方方面面,包括语言学习。然而,在英语教学课程中,很少有人关注情感,更不用说在对话俱乐部的设计和实施中了。在这篇文章中,我们分享了一项关于学生在哥伦比亚一所公立大学参加谈话俱乐部时情绪的混合方法研究的定性结果。研究结果显示,学生的情绪范围很广,通常与这些情绪相关的因素,如学业负荷和个人生活,以及情绪与学生语言学习过程的联系。本研究确定了情绪如何促进或干扰语言学习,强调了情绪在会话俱乐部背景下口语技能发展中的重要性,并有助于从应用语言学领域的整体角度理解语言学习者。
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引用次数: 0
Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Experiences 语言教育学中的体现女性主义。两位语言教师的经验研究
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.744
Karen Tatiana Camargo-Ruiz, Daniel Aponte-Moniquirá
Gender studies have become relevant for English language teaching and initial teacher education. This study uses a narrative inquiry approach to inspect two language teachers’ life stories in an initial teacher education program. We document how their femininities and identities are embodied through their language pedagogy since it is a praxis that allows resistance and resurgence against paradigms that limit their identities. Findings reveal that femininities provide a broader spectrum of individual gender realities and constructions. Teachers’ femininities are embodied in teachers’ practices. This is why some traits of these embodiments can be related to hegemonic aspects of gender, without this necessarily meaning that there is no resistance in the pedagogical field. On the contrary, it shows the capacity to redefine these attitudes that, from the pedagogical perspective, resist the hegemony of teacher gender identity.
性别研究已成为英语教学和初级教师教育的重要内容。本研究采用叙事探究的方法,考察两位语言教师在初始教师教育计划中的生平故事。我们记录了她们的女性特质和身份是如何通过她们的语言教学体现出来的,因为这是一种允许对限制她们身份的范式进行抵抗和复兴的实践。研究结果表明,女性提供了更广泛的个人性别现实和结构。教师的女性化体现在教师的实践中。这就是为什么这些体现的一些特征可以与性别的霸权方面有关,这并不一定意味着在教学领域没有抵抗。相反,它显示了重新定义这些态度的能力,从教育学的角度来看,抵制教师性别认同的霸权。
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引用次数: 0
The Issue of Readability in the Chilean EFL Textbook 智利英语教材的可读性问题
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.739
Benjamin Carcamo
At the end of high school in Chile, it is expected that students achieve a B1 English language proficiency level. In the present article, we measure the level of readability of the texts used in the new EFL Chilean textbook and compare it with the readability level of the texts used in the Cambridge B1 preliminary exam to check its appropriacy. The results reveal that, even though the classic readability indices show a similar level of difficulty in the texts, the index RDL2, which is specific for second language learning, shows that there is a statistically significant difference. This finding indicates that the texts in the Chilean EFL textbook are more difficult to read than the ones students are supposed to read. Implications at a local and international level are then shared.
在智利高中毕业时,学生的英语水平有望达到B1。在本文中,我们测量了新英语智利教科书中使用的文本的可读性水平,并将其与剑桥B1初级考试中使用的文本的可读性水平进行了比较,以检查其适当性。结果表明,尽管经典的可读性指标在文本中显示出相似的难度水平,但针对第二语言学习的索引RDL2显示出统计学上显著的差异。这一发现表明,智利英语教材中的文本比学生应该阅读的文本更难阅读。然后分享在地方和国际层面的影响。
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引用次数: 0
Participants’ Narratives of the Fulbright FLTA Program on their Intercultural and Professional Experience 富布赖特FLTA项目参与者的跨文化和专业经验叙述
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.737
Angela Patricia Velásquez-Hoyos, Lizeth Andrea Martínez-Burgos
This paper reports the results of a narrative inquiry study on exchange programs, intercultural awareness, and professional development in eight former participants of the Fulbright Foreign Language Teaching Assistant -FLTA- program. This study used written narratives to collect data from eight participants of the FLTA scholarship program who belonged to the cohort 2017-2018. The results of this study showed that after being a FLTA, participants improved their English language skills; they became more aware of their teaching practices by implementing and adapting different teaching methodologies, they experienced cross-cultural interaction, and understood better cultural differences which really fostered their personal and professional development as English language teachers in their home countries.
本文报告了一项关于交流项目、跨文化意识和专业发展的叙述性探究研究的结果,研究对象是8位前富布赖特外语助教项目的参与者。本研究采用书面叙述的方式收集了FLTA奖学金项目的8名参与者的数据,他们属于2017-2018年的队列。本研究的结果表明,在成为FLTA之后,参与者的英语语言技能得到了提高;他们通过实施和适应不同的教学方法,对自己的教学实践有了更多的认识,他们经历了跨文化的互动,更好地理解了文化差异,这真正促进了他们作为本国英语教师的个人和专业发展。
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引用次数: 0
期刊
How-A Colombian Journal for Teachers of English
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