Creative strategies and methods to enhance ESL classroom learning experience in Cursos libres de idiomas Extranjero Uniatlántico (CLE (original) (raw)
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1997
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Foreign Languages Teaching Challenges: Stages, Practices and Methodologies
2020
Leading an engaged teaching-learning process involves considering a bidirectional transfer of knowledge between teachers and students, since it is about favoring an educational interaction environment where students are not only limited to participate in a traditional way, but expect to find meaning to their learning experience and be able to build the acquired knowledge. It’s a dialectical unit between either instruction and education or teaching and learning that would allow to identify a stage of reflection and critical thinking toward the new educational models. In other words, a field where teachers are asked to transform their role as exhibitors of knowledge to learning facilitators, and students from spectators to active participants, proactive and critical members in the construction of their own knowledge. This article discusses and illustrates the important relation between three essential axes that would benefit the collective though to get a better understanding of the p...
Research on Language Teaching and Learning: Advances and Projection
In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book...
In recent years, the idea of emphasizing the foreign language as a tool to construct knowledge and not only as a mere metalinguistic entity has gained considerable importance in many parts of Europe (Dalton-Puffer, 2007); however, in most Mexican public universi-ties more traditional perspectives regarding foreign language learn-ing still prevail (Davies, 2009), whereas the idea of less hegemonic learning environments remains mostly an alien concept. This paper is an attempt to address an aspect of learner-centred learning at a public university in central Mexico and presents the analysis of a research that comprises disciplinary English as a foreign language (EFL) learning workshop. Its objective is to unravel the perception of two tertiary EFL students towards this relatively uncharted approach in Mexico. The students were encouraged to use the target language as both an instrument to improve their language proficiency as well as to socially construct knowledge in disciplinary content./ Últimamente, la idea de subrayar la importancia del aprendizaje de una lengua extranjera como herramienta para construir conoci-mientos, y no sólo como mera entidad metalingüística, ha cobrado importancia en grandes partes de Europa (Dalton-Puffer, 2007). No obstante, en la mayoría de las universidades públicas mexicanas aún prevalecen las perspectivas más tradicionales en cuanto al aprendi-zaje de lenguas extranjeras (Davies, 2009). Por tanto, la idea de un entorno de aprendizaje menos hegemónico sigue siendo, general-mente, un concepto ajeno. Este artículo aborda el tema del aprendizaje enfocado en el es-tudiante en una universidad pública mexicana y presenta el análisis de una investigación piloto, que consta de un taller para aprender inglés como lengua extranjera. Con la finalidad de aclarar o desen-redar la percepción que dos estudiantes tenían del aprendizaje del inglés, el taller se focalizó en el uso de la lengua de estudio, tanto para mejorar el dominio del mismo como para construir conoci-miento socialmente en cuanto al contenido disciplinario.
The state of the art of english language teaching in Santa Rosa de cabal, Risaralda
2012
This paper reports on a study focused on the state of the art of English language teaching in one high-school in the town of Santa Rosa de Cabal-Risaralda. The main objective of this study was to identify the learning scenarios of the instruction of English as a foreign language. To make this possible, the instruments used to collect the information were questionnaires, interviews, and observations. The data obtained from these elements were based on grounded theory that completed processes of coding, grouping and categorizing, among others. The present study yielded some results regarding the role of the mother tongue, the teaching tendencies in the EFL classroom and the perceptions of the participants involved in the research. In general terms, it was evidenced that L1 was used as a strategy to monitor understanding, and giving commands, and L2 was not evidenced for instruction. Different teaching tendencies were observed in the classroom which were not aligned to the procedures r...
PEDAGOGICAL EXPERIENCES THAT PROMOTE SUCCESSFUL LANGUAGE LEARNING IN SCHOOLS
Inspiring Insights from an English Teaching Scene, 2017
This chapter presents an investigation regarding successful experiences as to the learning of English in Brazilian schools. Through a narrative study in which teachers were asked to provide accounts concerning their students` successful learning, the authors convey a depiction as to how learners of English can profit from better teaching practices in schools.