Pub Date : 2023-09-05DOI: 10.19183/10.19183/how.30.2.800
Edgar Lucero-Babativa
Editorial
社论
{"title":"Editorial","authors":"Edgar Lucero-Babativa","doi":"10.19183/10.19183/how.30.2.800","DOIUrl":"https://doi.org/10.19183/10.19183/how.30.2.800","url":null,"abstract":"Editorial","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45127887","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":"From the President of ASOCOPI","authors":"Claudia María Uribe Hoyos","doi":"10.19183/how.30.2.801","DOIUrl":"https://doi.org/10.19183/how.30.2.801","url":null,"abstract":"","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671538","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}
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.
{"title":"EFL Teacher Professional Development Needs: Voices from the Periphery","authors":"Marta Isabel Barrientos-Moncada, Natalia Andrea Carvajal-Castaño, Hernán Santiago Aristizabal-Cardona","doi":"10.19183/how.30.2.761","DOIUrl":"https://doi.org/10.19183/how.30.2.761","url":null,"abstract":"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.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266763","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}
Pub Date : 2023-09-05DOI: 10.19183/10.19183/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.
{"title":"Portraying Students’ Emotions in English Conversation Clubs at a Colombian University","authors":"Anthony Ceron, Norbella Miranda","doi":"10.19183/10.19183/how.30.2.722","DOIUrl":"https://doi.org/10.19183/10.19183/how.30.2.722","url":null,"abstract":"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.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254872","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}
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.
{"title":"English Teachers' Perceptions of a Language Assessment Literacy Course","authors":"Frank Giraldo, Daniela Escalante-Villa, Daniela Isaza-Palacio","doi":"10.19183/how.30.2.750","DOIUrl":"https://doi.org/10.19183/how.30.2.750","url":null,"abstract":"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.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135319688","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":"Editorial","authors":"Edgar Lucero-Babativa","doi":"10.19183/how.30.1.779","DOIUrl":"https://doi.org/10.19183/how.30.1.779","url":null,"abstract":"Editorial","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45238495","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}
Héctor Rubén Luna-Martínez, Rebeca E. Tapia-Carlín
This article reports the results of a study that was part of a master’s thesis. The research focused on a private primary school in Pachuca, Hidalgo, Mexico. It aimed to explore English language teachers’ cognition, specifically into the teaching practice and emotional responses reported when implementing the use of the iPad in their lessons. Four female English language teachers were selected to be part of the project. A grounded theory method was selected to carry out the study, and two instruments were chosen to collect and triangulate the data obtained. Those instruments were guided teachers’ narratives and individual interviews. Results show that teachers’ practices and emotional responses evolve during the process of the iPad implementation by following four main stages: initial reactions, sense of realization, change, and adaptation. Furthermore, similar emotional reactions and teaching practices were found in the four participants.
{"title":"The Impact of the iPad on Mexican English Language Teachers’ Cognition\u0000Article Sidebar","authors":"Héctor Rubén Luna-Martínez, Rebeca E. Tapia-Carlín","doi":"10.19183/how.30.1.727","DOIUrl":"https://doi.org/10.19183/how.30.1.727","url":null,"abstract":"This article reports the results of a study that was part of a master’s thesis. The research focused on a private primary school in Pachuca, Hidalgo, Mexico. It aimed to explore English language teachers’ cognition, specifically into the teaching practice and emotional responses reported when implementing the use of the iPad in their lessons. Four female English language teachers were selected to be part of the project. A grounded theory method was selected to carry out the study, and two instruments were chosen to collect and triangulate the data obtained. Those instruments were guided teachers’ narratives and individual interviews. Results show that teachers’ practices and emotional responses evolve during the process of the iPad implementation by following four main stages: initial reactions, sense of realization, change, and adaptation. Furthermore, similar emotional reactions and teaching practices were found in the four participants.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42233287","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 describes the main findings of a Colombian case study in which an English language teacher, who was enrolled in a gender-based optional course, carries out small-scale research to understand gender in her ELT practices. The study aims at describing what and how English language teachers learn when they incorporate their gender consciousness in their teaching practices. The study focuses on Martha’s case who seeks to understand how her learning comes about when integrating the gender perspective in her educational practices and teaching context. The qualitative analysis indicates, among other things, that Martha becomes aware of how the dynamics of the hidden curriculum affect her students’ gender subjectivities. Through this learning process, Martha adopts discourses and practices to promote gender equity, eradicate differential treatments, and contribute positively to her students’ learning experience.
{"title":"Understanding Gender in the Dynamics of the Hidden Curriculum: An ELT Colombian Case Study","authors":"Claudia Mojica","doi":"10.19183/how.30.1.665","DOIUrl":"https://doi.org/10.19183/how.30.1.665","url":null,"abstract":"This article describes the main findings of a Colombian case study in which an English language teacher, who was enrolled in a gender-based optional course, carries out small-scale research to understand gender in her ELT practices. The study aims at describing what and how English language teachers learn when they incorporate their gender consciousness in their teaching practices. The study focuses on Martha’s case who seeks to understand how her learning comes about when integrating the gender perspective in her educational practices and teaching context. The qualitative analysis indicates, among other things, that Martha becomes aware of how the dynamics of the hidden curriculum affect her students’ gender subjectivities. Through this learning process, Martha adopts discourses and practices to promote gender equity, eradicate differential treatments, and contribute positively to her students’ learning experience.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47702809","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 aims at sharing the preliminary literature review of the main developments related to Intersectional Identities in Colombian English Language Teaching and general educational contexts worldwide. First, I trace the research work concerning the topic at both national and international levels through a bibliometric analysis in Scopus to see the main developments regarding intersectionality from a decolonial perspective. Then, I show through a complementary bibliometric study, 50 articles that were collected from different databases, and the trends found as representation of intersectional studies. The analysis indicates two core trends: (1) Intersectional studies in general educational contexts and (2) Intersectional studies in ELT contexts. Finally, I present how this profiling research study shows that the topic of Intersectional Identities in Colombia seems scarce within the field of ELT.
{"title":"Intersectional Identity Studies in Colombian ELT: A Profiling Research Study","authors":"Catherine Benavides-Buitrago","doi":"10.19183/how.30.1.661","DOIUrl":"https://doi.org/10.19183/how.30.1.661","url":null,"abstract":"This article aims at sharing the preliminary literature review of the main developments related to Intersectional Identities in Colombian English Language Teaching and general educational contexts worldwide. First, I trace the research work concerning the topic at both national and international levels through a bibliometric analysis in Scopus to see the main developments regarding intersectionality from a decolonial perspective. Then, I show through a complementary bibliometric study, 50 articles that were collected from different databases, and the trends found as representation of intersectional studies. The analysis indicates two core trends: (1) Intersectional studies in general educational contexts and (2) Intersectional studies in ELT contexts. Finally, I present how this profiling research study shows that the topic of Intersectional Identities in Colombia seems scarce within the field of ELT.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41402196","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 qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the action stage, six workshops were implemented, each with a different writing strategy: webbing, peer-editing, asking questions to revise writing, revising and editing, using templates, and reorganizing ideas. At this stage, the same instruments were used to measure the impact of the strategy and to achieve the research objectives. Results show that implementing six online workshops predicated on the task-based instruction helped the students to improve their writing, learning new vocabulary, use ICT tools, and writing strategies, thus having a positive impact on their English language learning process not only in writing but also in other skills. TBI was favorably accepted by learners and affected positively their writing skills.
{"title":"The Impact of TBI on Intermediate Students’ Writing skills in Online Classes at a Private Institute in Cartagena de Indias","authors":"Adriana Garcia-Echeverry, A. Novozhenina","doi":"10.19183/how.30.1.658","DOIUrl":"https://doi.org/10.19183/how.30.1.658","url":null,"abstract":"This qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the action stage, six workshops were implemented, each with a different writing strategy: webbing, peer-editing, asking questions to revise writing, revising and editing, using templates, and reorganizing ideas. At this stage, the same instruments were used to measure the impact of the strategy and to achieve the research objectives. Results show that implementing six online workshops predicated on the task-based instruction helped the students to improve their writing, learning new vocabulary, use ICT tools, and writing strategies, thus having a positive impact on their English language learning process not only in writing but also in other skills. TBI was favorably accepted by learners and affected positively their writing skills.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49625092","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：