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This article examines how four second language (L2) teachers’ discursive practices changed as the... more This article examines how four second language (L2) teachers’ discursive practices changed as they attempted to implement dynamic assessment (DA) in their classrooms. Classroom artifacts, lesson recordings, and reflections from two pre-service teachers and two in-service teachers, both before and after a professional development series on DA, were included in the analysis. Findings revealed that all teachers’ approaches to mediation changed. In Pre-DA lessons, teachers defaulted to recasts when attempting to provide mediation. Following the DA professional development series, all teachers expanded the discursive space by providing more prompts and fewer recasts. However, findings illustrated that the four teachers appropriated DA to varying degrees, suggesting that some may have required additional mediation to appropriate all of the distinguishing features of DA. We discuss implications of these findings for teacher preparation.

The communicative approach in EFL education has generated a concern for the development of commun... more The communicative approach in EFL education has generated a concern for the development of communication in the foreign language classroom within which the promotion of oral interaction is usually paramount. However, what constitutes authentic oral interaction is sometimes not clearly understood and some of the activities that take place in the classroom seem unlikely to generate meaningful opportunities for the development of oral interaction. To address this gap, this paper characterizes four samples of oral communication exchanges that occur in Colombian EFL secondary school classrooms in Montería and discusses their effectiveness for developing meaningful oral production in both student-student and teacher-student interaction. The paper has two main sections: the first is devoted to the analysis of student-student interaction, and the second to discussing teacherstudent exchanges.

The Programa Nacional de Bilingüismo (PNB) seeks to promote English proficiency in Colombian soci... more The Programa Nacional de Bilingüismo (PNB) seeks to promote English proficiency in Colombian society in order to position Colombia within world communication processes, a global economy, and an increasingly multicultural world. Using documentary and statistical data within a case study approach, we characterize the PNB as a case of acquisition planning and argue that some of the social conditions that bolster bilingualism are not sufficiently developed in the Colombian context. Specifically, we maintain that the number of jobs requiring bilingual workers in Colombia's labor market and the patterns of international mobility of Colombians provide little opportunity and incentive for developing bilingualism to the extent envisioned by the PNB.

Rivera II.V.NNE~ING.DOUCLAS_Gre",WDrk,of lapar>e<eGr""hicA" JOSÉ DAVID HERAZO RIVERA M.A IN toUCA... more Rivera II.V.NNE~ING.DOUCLAS_Gre",WDrk,of lapar>e<eGr""hicA" JOSÉ DAVID HERAZO RIVERA M.A IN toUCATlQN WITH EM?HA5IS ON EFlTEACHING, ENGlISHHACHING SPECIAlIS1;1EACHERANDLANGLJAGECENTERDIRECTORATCORPORACIÓN UNIVrRSllARIAOELCARIBE-CECAR(SINCELEJO), (jherazo4@ha!maíl.com) There seems to be agreement amongst EFL research,ers thal group work is one of the most important interactional contexts for promoting communication in the EFL c1assroom. However, the \easons underlying this accord cannot be taken for granted and still need elosely scrutiny. The present study attempts to provide some argum\>nts in favor of group work and the"ways in which it may be implemented as a pOlentially rich zone for EFL learning. For this, the discussion has been framed by the S concept of the Zone of Proximal Development (ZPD) and the waỹ group work can generate interaction

iii This multiple case study explored the roles that functional second-language concepts (FL2Cs) ... more iii This multiple case study explored the roles that functional second-language concepts (FL2Cs) played in learners' oral L2 communication and development in a Colombian English as foreign language (EFL) classroom. Particularly, the study sought to describe how learners' conceptual language knowledge and potential to mean during oral L2 communication changed over time, and to determine the mediational roles that FL2Cs played in that change. To that end, the study followed three teenage learner dyads over four months of instruction. Instruction focused on two oral genres, shopping exchanges and recipe procedures, and combined a genre-based approach for language development with concept-based instruction, as proposed by . Data sources included video and audio recordings of classroom interaction, questionnaires, participant and non-participant observations, and a teacher diary and reflection log.

Colombian Applied Linguistics Journal, 2012

Using a genre-based approach to promote oral communication in the colombian english classroom El ... more Using a genre-based approach to promote oral communication in the colombian english classroom El uso de un enfoque de generos textuales para promover la comunicación oral en las aulas de inglés en colombia

Today, it seems clear that the goal of English as a foreign language (EFL) teaching and learning ... more Today, it seems clear that the goal of English as a foreign language (EFL) teaching and learning in Colombia is to foster communicative ability. However, the role communication is usually given in classrooms, that of displaying previously taught language items, poses limitations on the value it might have for developing EFL proficiency. In this paper, we disagree with the assumption that communication can only take place when learners have learned and defend the position that it might happen when learners are learning. Our position is supported with grounded theoretical reflection as well as with data coming from the EFL class of a group of sixth graders during an ongoing action research project on the use of task-based learning (TBL) to develop citizenship and EFL proficiency.

gratitude and appreciation to the two teachers who agreed to be part of this study and to Profess... more gratitude and appreciation to the two teachers who agreed to be part of this study and to Professor Ellice Forman for her comments on earlier drafts of this paper.

Colombian Applied Linguistics Journal, 2012