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How-A Colombian Journal for Teachers of English最新文献

英文 中文
Editorial 社论
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/10.19183/how.30.2.800
Edgar Lucero-Babativa
Editorial
社论
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引用次数: 0
From the President of ASOCOPI 来自ASOCOPI主席
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.801
Claudia María Uribe Hoyos
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引用次数: 0
EFL Teacher Professional Development Needs: Voices from the Periphery 外语教师专业发展需求:来自外部的声音
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 10.19183/how.30.2.761
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.
哥伦比亚的外语教师专业发展的特点是自上而下的政策,在背景化的专业发展计划和资源方面忽视了各地区。本文旨在让学术机构和地方当局了解哥伦比亚安蒂奥基亚东部地区EFL教师的需求,以提出连贯的专业发展计划。本报告基于一项名为“安蒂奥基亚地区多语言主义需求诊断”的大型研究的一部分结果。研究结果表明,东部地区的EFL教师主张实施持续的、情境化的专业发展计划,区分中小学教师,并根据当地社区的可用资源,专注于教学材料的设计和改编。这项研究的结论概述了教育机构支持教师在其背景下追求专业发展的意义、研究人员的方法局限性以及该地区利益相关者进一步研究的可能性。
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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
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 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.
近年来,语言评估素养在语言测试领域受到了广泛关注,尤其是在教师形象方面。然而,关于教师对语言评估课程的看法的文献有限。在本文中,我们采用案例研究的方法,将18位英语教师的看法划分为在线评估课程的三个组成部分:内容、活动和对他们专业发展的影响。在数据收集方面,我们使用了问卷调查和焦点小组访谈。调查结果显示,教师认为课程内容是有组织的、相关的和有用的;他们还认为测试分析和协作任务是有价值的。在专业发展方面,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,老师们建议,该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
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
Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-05 DOI: 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.
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关注情感,更不用说会话俱乐部的设计和实施了。在本文中,我们分享了在哥伦比亚一所公立大学参加谈话俱乐部时对学生情绪进行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,与这些情绪相关的因素如学业负担和个人生活,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,强调了在会话俱乐部背景下情绪在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
Editorial 编辑
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-25 DOI: 10.19183/how.30.1.779
Edgar Lucero-Babativa
Editorial
编辑
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引用次数: 0
The Impact of the iPad on Mexican English Language Teachers’ CognitionArticle Sidebar iPad对墨西哥英语教师认知的影响
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-25 DOI: 10.19183/how.30.1.727
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.
本文报告了一项研究的结果,该研究是硕士论文的一部分。这项研究的重点是墨西哥伊达尔戈州帕丘卡的一所私立小学。本研究旨在探讨英语教师的认知,特别是在课堂上使用iPad的教学实践和情绪反应。四名女英语教师被选为该项目的一部分。采用扎根理论方法进行研究,并选择两种仪器收集和三角测量所获得的数据。这些工具是指导教师的叙述和个人访谈。结果表明,教师在iPad实施过程中的实践和情绪反应经历了初始反应、实现感、改变和适应四个主要阶段。此外,在四名参与者中发现了相似的情绪反应和教学实践。
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引用次数: 0
Understanding Gender in the Dynamics of the Hidden Curriculum: An ELT Colombian Case Study 隐性课程动态中的性别理解:哥伦比亚英语教学案例研究
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-25 DOI: 10.19183/how.30.1.665
Claudia Mojica
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.
本文描述了一个哥伦比亚案例研究的主要发现,在这个案例研究中,一位英语教师参加了一门基于性别的选修课程,在她的英语教学实践中进行了小规模的研究,以了解性别。本研究旨在描述当英语教师将性别意识融入教学实践时,他们学到了什么以及如何学到了什么。本研究的重点是玛莎的案例,她试图了解她的学习是如何在她的教育实践和教学环境中融入性别视角的。定性分析表明,除其他外,玛莎意识到隐性课程的动态如何影响她的学生的性别主体性。通过这一学习过程,玛莎通过话语和实践来促进性别平等,消除差别待遇,并为学生的学习体验做出积极贡献。
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引用次数: 0
Intersectional Identity Studies in Colombian ELT: A Profiling Research Study 哥伦比亚语英语的交叉认同研究:一项分析研究
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-25 DOI: 10.19183/how.30.1.661
Catherine Benavides-Buitrago
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.
本文旨在分享与哥伦比亚英语教学和全球一般教育背景下的交叉身份相关的主要发展的初步文献综述。首先,我通过Scopus的文献计量学分析,在国内和国际层面上追踪有关该主题的研究工作,从非殖民的角度来看有关交叉性的主要发展。然后,我通过一个补充的文献计量学研究,展示了从不同数据库收集的50篇文章,以及作为交叉研究代表的趋势。分析指出了两个核心趋势:(1)普通教育情境下的交叉研究;(2)英语教学情境下的交叉研究。最后,我提出了这个分析研究如何表明哥伦比亚的交叉身份主题在英语教学领域似乎很稀缺。
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引用次数: 0
The Impact of TBI on Intermediate Students’ Writing skills in Online Classes at a Private Institute in Cartagena de Indias 创伤后应激障碍对卡塔赫纳私立学院中级学生在线课堂写作能力的影响
IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-25 DOI: 10.19183/how.30.1.658
Adriana Garcia-Echeverry, A. Novozhenina
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.
该定性研究项目旨在确定任务型教学对卡塔赫纳一所私立学院15名中级英语学生在线课堂写作技能的影响。期刊、问卷和检查表被用作在诊断阶段收集信息的工具。在行动阶段,举办了六个研讨会,每个研讨会都有不同的写作策略:织带、同行编辑、提出问题修改写作、修改和编辑、使用模板和重组想法。在这一阶段,同样的工具被用来衡量战略的影响和实现研究目标。结果表明,在基于任务的教学基础上举办六个在线研讨会,有助于学生提高写作、学习新词汇、使用ICT工具和写作策略,从而对他们的英语学习过程产生积极影响,不仅在写作方面,而且在其他技能方面。TBI受到了学习者的好评,并对他们的写作技能产生了积极影响。
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How-A Colombian Journal for Teachers of English
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