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Inquiring pre-service teachers’ narratives on language policy and identity during their practicum. 询问职前教师在实习期间对语言政策和身份的叙述。
IF 0.2 Pub Date : 2020-08-31 DOI: 10.19183/how.27.2.544
J. Montoya-López, Ayda Vanessa Mosquera-Andrade, Oscar Alberto Peláez-Henao
This narrative inquiry study aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narratives of five students of an English teaching program in Medellin, Colombia,  were examined. Their reflections and decision making on foreign language policies regulating their pedagogical practices at various schools show their social and critical awareness. Teaching represents a high moral load for them as they embrace a humanistic perspective. However, their narratives also pose challenges to language teaching programs in helping pre-service teachers to build micropolitical agency supported on solid theoretical knowledge to participate in policymaking. On the one hand, their narrations of the policy appropriation process they undertook show their frustration and disappointment in trying to participate when policy structures and other policy arbiters were close to them. On the other hand, when policy structures and arbiters openly allowed their policy participation, their actions and reflections focused on methodological concerns but rarely addressed social or critical awareness regarding curriculum design and development. Therefore, supporting pre-service teachers in strengthening their identities with solid theoretical constructs should be a priority because they will build micropolitical agency to overcome political tensions and negotiate their policy participation.
这项叙述性调查研究旨在揭示政策机构在职前教师学术实践中的教师身份建构中的作用。根据叙事探究、语言政策和教师身份的批判性社会文化方法,对哥伦比亚麦德林一个英语教学项目的五名学生的叙事进行了研究。他们对规范他们在各个学校教学实践的外语政策的思考和决策表明了他们的社会意识和批判性意识。教学对他们来说是一种很高的道德负担,因为他们信奉人文主义的观点。然而,他们的叙述也对语言教学项目提出了挑战,帮助职前教师建立在坚实理论知识支持下的微观政治机构,参与决策。一方面,他们对政策拨款过程的叙述表明,当政策结构和其他政策仲裁者接近他们时,他们试图参与其中,感到沮丧和失望。另一方面,当政策结构和仲裁者公开允许他们参与政策时,他们的行动和思考侧重于方法上的关注,但很少涉及课程设计和开发方面的社会或批判性意识。因此,支持职前教师用坚实的理论结构来加强他们的身份应该是一个优先事项,因为他们将建立微观政治机构来克服政治紧张局势,并就他们的政策参与进行谈判。
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引用次数: 4
Statistics for Classroom Language Assessment: Using Numbers Meaningfully 课堂语言评估统计:有意义地使用数字
IF 0.2 Pub Date : 2020-08-31 DOI: 10.19183/how.27.2.541
Frank Giraldo
Large-scale language testing uses statistical information to account for the quality of an assessment system. In this reflection article, I explain how basic statistics can be used meaningfully in the context of classroom language assessment. The paper explores a series of statistical calculations that can be used to examine test scores and assessment decisions in the language classroom. Therefore, interpretations for criterion-referenced assessment underlie the paper. Finally, I discuss limitations and include recommendations for teachers to use statistics.
大规模语言测试使用统计信息来说明评估系统的质量。在这篇反思文章中,我解释了如何在课堂语言评估的背景下有意义地使用基本统计数据。本文探讨了一系列统计计算,可用于检查语言课堂中的考试成绩和评估决策。因此,对标准参考评估的解释是本文的基础。最后,我讨论了局限性,并提出了教师使用统计数据的建议。
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引用次数: 2
A Critical Review of the Word Classification System 词分类系统述评
IF 0.2 Pub Date : 2020-08-31 DOI: 10.19183/how.27.2.554
Razieh Gholaminejad
In this reflective paper, we review the currently-used word classification system proposed by linguist Paul Nation (2013, 2015) and the position of the academic vocabulary in this system. Different lexical layers in this system are explained as well as the underlying assumptions. Then, taking a critical position, we raise a number of criticisms against three different aspects of Nation’s classification. The first criticism involves the fact that the system has sacrificed function for form in developing the lexical layers. The second focuses on the problem of equating ‘academic words’ with Coxhead’s (2000) Academic Word List (AWL) and ‘high-frequency words’ with West’s (1953) General Service List (GSL). Finally, the system is criticized for the lack of an independent lexical layer for discipline-specific academic vocabulary by ignoring disciplinary variation at the level of academic words. The critical points raised in the paper can be useful for English for Academic Purposes (EAP) materials developers, teachers, test developers, and syllabus/curriculum designers.
在这篇反思性的论文中,我们回顾了语言学家Paul Nation(2013, 2015)提出的目前使用的词汇分类系统,以及学术词汇在该系统中的位置。解释了该系统中的不同词汇层以及基本假设。然后,我们采取批判的立场,对国家分类的三个不同方面提出了一些批评。第一种批评涉及到这样一个事实,即该系统在发展词汇层时牺牲了功能而牺牲了形式。第二个重点是将“学术词”等同于考克斯黑德(2000)的“学术词表”(AWL),将“高频词”等同于韦斯特(1953)的“通用服务词表”(GSL)。最后,该系统忽视了学术词汇层面的学科差异,缺乏独立的学科学术词汇层。本文提出的要点对学术英语(EAP)教材开发者、教师、考试开发者和教学大纲/课程设计者都很有用。
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引用次数: 1
Non-normative corporalities and transgender identity in English as a Foreign Language student teachers 外语英语学生教师的非规范性形体性与跨性别认同
IF 0.2 Pub Date : 2020-08-31 DOI: 10.19183/how.27.2.548
Diego F. Ubaque-Casallas
Little international research exists on EFL (English as a Foreign Language) student teachers regarding transgender identity and non-normative corporalities. Similarly, few studies in Colombia have investigated the concept of teacher identity of transgender EFL student teachers to understand this dimension of identity. This study explores the transgender/blind identity of an EFL student teacher. The study took on identity as multiple and fluid to understand how transgender identity serves a lens to shape the process of becoming a teacher. Findings suggest that transgender identity is made from either experiences that modify or re-construct the self.  The study revealed that the notion of gender is contested when the idea of transgender works as a personal mechanism to question the existing normativity of one’s own body and the self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind condition.
国际上很少有关于跨性别身份和非规范社团的EFL(英语作为外语)学生教师的研究。同样,哥伦比亚很少有研究调查跨性别EFL学生教师的教师身份概念,以了解这种身份维度。本研究探讨了一位英语教师的跨性别/盲身份。这项研究将身份视为多重和流动的,以了解跨性别身份如何为塑造成为一名教师的过程提供视角。研究结果表明,跨性别者的身份是由改变或重建自我的经历形成的。研究表明,当跨性别者的想法作为一种个人机制来质疑自己身体和自我的现有规范性时,性别的概念是有争议的。然后,身份被呈现为一系列及时的选择和表现,这些选择和表现在变性人和盲人的条件下得到了验证。
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引用次数: 5
Hard-of-Hearing Individuals’ narratives of Inclusion and Exclusion about their schooled EFL learning 听障人士对学校英语学习的包容与排斥叙述
IF 0.2 Pub Date : 2020-08-31 DOI: 10.19183/how.27.2.569
Rigoberto Castillo, L. S. Florez-Martelo
This paper deals with research on inclusion concentrating on the pedagogical implications derived from a qualitative case study that looked into three hard-of-hearing (HHs) students’ perspectives and retrospectives on their schooled EFL learning. Data came from narratives gathered in autobiographical writings and interviews. Although there is a good body of literature on pedagogy in terms of strategies for dealing with HHs, few works have counted on the student’s perspectives. The authors’ insights, one of them being hard-of-hearing, call for truly inclusive policies and practices that address the categories developed in this case study, namely: 1. Deafness separates HHs from people. 2. Hearing aids are not like glasses, and 3. An exemption is not inclusion. The authors feel that the recommendations made are valid for learners with or without disabilities.
本文通过一个定性的案例研究,探讨了三名听力障碍学生对其在校英语学习的看法和回顾,重点探讨了包容的教学意义。数据来自自传和采访中收集的叙述。尽管在处理健康问题的策略方面有很多关于教育学的文献,但很少有作品考虑到学生的观点。作者的见解(其中之一是听力障碍)呼吁制定真正包容性的政策和实践,以解决本案例研究中提出的类别,即:1。耳聋将HHs与人类区分开来。2. 助听器不像眼镜;豁免不包括在内。作者认为,所提出的建议是有效的学习者有或没有残疾。
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引用次数: 0
Enhancing Reading Comprehension through an Intensive Reading Approach 通过精读法提高阅读理解能力
IF 0.2 Pub Date : 2020-01-31 DOI: 10.19183/how.27.1.518
Andrés Insuasty Cárdenas
This article presents a project that explored the effectiveness of intensive reading to enhance reading comprehension with a group of university students in Pasto, Colombia. At the initial stage, a diagnostic test, field notes, and three questionnaires allowed the identification of the students’ needs. During the intervention stage, a set of workshops and reading tests were implemented to reveal the impact of the reading comprehension strategies. In the evaluation stage, four instruments (reading tests, teacher’s journal, students’ questionnaires and pre- and post-tests) were used to collect the students’ opinions and state the results. At the end, findings show that the reading comprehension strategies improved students’ comprehension because it helped them tackle the problems they had before the intervention stage.
本文介绍了一个项目,该项目与哥伦比亚帕斯托的一群大学生一起探讨了强化阅读对提高阅读理解的有效性。在最初阶段,诊断测试、现场笔记和三份问卷可以确定学生的需求。在干预阶段,实施了一系列研讨会和阅读测试,以揭示阅读理解策略的影响。在评估阶段,使用四种工具(阅读测试、教师日记、学生问卷以及前后测试)来收集学生的意见并陈述结果。最后,研究结果表明,阅读理解策略提高了学生的理解能力,因为它帮助他们解决了干预阶段之前的问题。
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引用次数: 6
Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence 真实材料与任务作为培养英语学生跨文化能力的中介
IF 0.2 Pub Date : 2020-01-31 DOI: 10.19183/how.27.1.515
Alix Norely Bernal Pinzón
This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram’s (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.
本文报道了哥伦比亚一所私立大学在外语课程中进行的一项研究。其目的是确定基于文化主题的真实材料和任务在三级英语学生跨文化能力发展中的作用。活动的教学实施是根据Cortazzi和Jin(1999)提出的标准设计的,以评估具有文化内容的材料。关于跨文化能力,Byram(2002)提出的跨文化交际能力维度是对任务规划和实施的支持。在这项定性行动研究中,使用了两项调查、一次访谈和教师现场笔记来收集数据。研究结果表明,学生能够理解跨文化性,尊重其他文化,并表现出了解其他社会的兴趣。同样,学生们报告说,他们愿意公开讨论与文化方面有关的话题。
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引用次数: 6
A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter 与保罗·弗莱雷思想的自我对话:一场批判教育学的邂逅
IF 0.2 Pub Date : 2020-01-31 DOI: 10.19183/how.27.1.520
Yolanda Samacá Bohórquez
This paper develops a two-voiced self-dialogue with some compelling ideals of critical pedagogy advocated by Paulo Freire: reflection, dialogue, conscientizacao, (conscientization) praxis, critical engagement, and transformation. This dialogue, as a critical pedagogy encounter, has allowed me to go through a process of self-criticism or hopefully a self-recognition of understandings, experiences, constructions, co-constructions, and reconstructions of my practices as a language educator. I will address the following evolving choices: On dialogue and critical pedagogy, from language as power to language as possibility, from instrumental to alternative critical pedagogy practices towards more critical understandings and doings of education.
本文发展了一种双声音的自我对话,并提出了保罗·弗莱雷倡导的一些令人信服的批判性教育学理想:反思、对话、尽责、(尽责)实践、批判性参与和转化。这种对话,作为一种批判性的教育学相遇,让我经历了一个自我批评的过程,或者希望是对我作为一名语言教育者的实践的理解、经验、建构、共同建构和重建的自我认识。我将讨论以下不断发展的选择:关于对话和批判性教学法,从语言作为力量到语言作为可能性,从工具性到替代性的批判性教学法实践,到更批判性的理解和教育行为。
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引用次数: 3
Digital Storytelling: Boosting Literacy Practices in Students at A1-Level 数字讲故事:提高a1级学生的读写能力
IF 0.2 Pub Date : 2020-01-31 DOI: 10.19183/how.27.1.505
Pedro Alejandro González Mesa
This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants’ recordings of their voices helped them improve their oral production without worrying about their classmates’ opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups.
这篇文章描述了在哥伦比亚莫斯克拉一所私立学校的11年级英语课上实施数字讲故事的情况。这是一项描述性质的研究,通过使用数字工具进行大约六个月的研究,以促进语言学习者的语言生产。实施包含数字讲故事作为发展写作素养实践的教学策略。个人故事和媒体素养使参与者能够在合作小组中用英语写作时将叙事和数字元素结合起来,共同构建他们的故事。收集的数据用ATLAS ti进行分析。开放性问题是关于写作过程和在创作故事时使用的数字工具的信息。研究结果显示,参与者在扮演不同角色的过程中养成了写作和说话的习惯。此外,故事的数字化强化了故事的多元素养。参与者录制的声音帮助他们提高了自己的口语表达能力,而不用担心同学的意见。最后,团队角色中的谈判,作为作家,设计师和媒体创作者,在团队工作中发挥了重要作用。
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引用次数: 7
Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom 关于教育问题的争论:探索英语课堂辩论技巧的教育策略
IF 0.2 Pub Date : 2020-01-31 DOI: 10.19183/how.27.1.516
Ángela Vanesa Duarte Infante, Sandra Milena Fonseca Velandia, Bertha Ramos Holguín
This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.
本文描述了一项基于辩论的教学建议,以确定哥伦比亚通贾一所公立大学的职前英语教师构建的论点类型。我们举办了一系列关于教育问题的辩论讲习班。13名现代语言职前教师在第六学期参加了辩论。在每次辩论中,我们通过录音、焦点小组和现场笔记收集数据,以了解教学干预的影响。研究结果表明,职前教师建立的论点是基于实例的。从这个意义上说,所建立的论点是基于他们的个人经历和伴侣的意见。我们认为有必要实施更多的研究建议,这将有助于理解和意识到论证的含义。
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引用次数: 1
期刊
How-A Colombian Journal for Teachers of English
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