Estereotipos de los Profesores y Estudiantes sobre la Enseñanza y Aprendizaje del Inglés (original) (raw)

Teachers and Students’ Stereotypes about the Teaching and Learning of English

GiST Education and Learning Research Journal, 2016

This article is the result of a research study that examined teachers and undergraduate students’ stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to collect data were semi-structured interviews and questionnaires from both teachers and students. A grounded theory method was used to analyze the gathered information. Findings demonstrate that language teachers created stereotypes about students’ academic work, behavior, and attitudes due to their experiences with them as their teachers, and particularly according to students’ academic majors. Students also evidence stereotypes about the teaching and learning of English, according to their experiences in English class.

Beliefs about being an English Teacher: Hopes and Fears

BELT - Brazilian English Language Teaching Journal, 2010

Language teacher education is a complex process with several challenges for the undergraduates and their educators. In this paper I make an option for the analysis of the future teachers' side (undergraduates). This is a qualitative inquiry carried out in an English language discipline with Letters undergraduates. Through activities with movies I discussed aspects of language teacher education based on students' beliefs, expectations, challenges and fears that these teachers-to-be idealize in the future profession. The data analysis shows that the future teachers are insecure, with some of their fears related to students (e.g., indifference and indiscipline), contextual factors and teacher proficiency, but at the same time positive beliefs about themselves as future professionals.

Beliefs of Chilean University English Teachers: Uncovering Their Role in the Teaching and Learning Process

Beliefs continue to be an important source to get to know teachers' thinking processes and pedagogical decisions. Research in teachers' beliefs has traditionally come from English-speaking contexts; however, a great deal of scientific work has been written lately in Brazil, Mexico, Colombia, and Argentina. This study elicits 30 Chilean university teachers' beliefs about their own role in the teaching and learning of English in university environments. Through a qualitative research design, the data collected from inter-views and journals were analyzed, triangulated, and categorized based on semantic content analysis. Results of the study indicate that university teachers reveal challenging and complex views about what it is like to teach English as a foreign language in a university context in Chile. The article concludes with a call to reflect on the importance of beliefs unravelling in teacher education programmes.

Students’ Beliefs About Their English Class: Exploring New Voices in a National Discussion

The main objective of this study was to identify 6th to 11th grade students’ beliefs about their English class in a public institution in Armenia, Colombia. By means of interviews, drawings, and focus groups with 30 students, four beliefs were established. It was found that students’ beliefs are attached to the experiences they have lived in their English class; the discipline, the monotony, the lack of interesting material, and the impact of foreign language learning are the main related aspects. Implications and recommendations for further research are proposed based on the necessity of giving students a voice in the development of current national policies of language learning and also in the debate about the effectiveness of these policies and their impact inside schools.

Creencias de profesores universitarios de inglés: descubriendo su papel en el proceso de enseñanza y aprendizaje

Profile Issues in Teachers Professional Development, 2013

Beliefs continue to be an important source to get to know teachers' thinking processes and pedagogical decisions. Research in teachers' beliefs has traditionally come from English-speaking contexts; however, a great deal of scientific work has been written lately in Brazil, Mexico, Colombia, and Argentina. This study elicits 30 Chilean university teachers' beliefs about their own role in the teaching and learning of English in university environments. Through a qualitative research design, the data collected from interviews and journals were analyzed, triangulated, and categorized based on semantic content analysis. Results of the study indicate that university teachers reveal challenging and complex views about what it is like to teach English as a foreign language in a university context in Chile. The article concludes with a call to reflect on the importance of beliefs unravelling in teacher education programmes.

Perceptions of English Language Teachers from public high schools in Yucatan, Mexico

Lenguas en contexto, 2019

This article investigates teachers' cognition and perceptions in English Language Teaching (ELT) from Yucatán, Mexico in order to explore and understand the situation of teachers who work in the public education system. The aim was to identify their knowledge about ELT, the way they develop their cognition and how it has influenced their classroom practice in order to improve their English language practice in Yucatan. A qualitative approach was used, with an oral interview to teachers from public high schools. The interview focused on perceptions and language cognition about teaching. Two groups of teachers were identified: those with a degree in ELT, and those with teaching experience but without a degree in ELT or a related area. It was found that the teacher education they received influenced their classroom practices; cog-nition from the participants was different in each group, and the training required for their teaching practice also varied between the two groups. All teachers presented similarities regarding the difficulties they faced while teaching English in public high schools in Yucatan. Resumen Este artículo investigó la cognición y percepciones de los profesores de inglés en Yucatán, México, con el fin de ex-plorar y entender cuál es la situación de los profesores que laboran en el sistema de educación pública. Se buscó iden-tificar su conocimiento acerca de la enseñanza del idio-ma inglés, la manera en cómo desarrollan su cognición y cómo influye en su práctica educativa con la finalidad de mejorar la enseñanza de los profesores de inglés en Yuca-tán. Se utilizó un enfoque cualitativo mediante entrevistas a los profesores de preparatorias estatales públicas. La entrevista se enfocó en las percepciones y la cognición de los profesores sobre enseñanza del idioma. Se identifica-ron dos grupos de profesores: los que tienen formación en enseñanza de lenguas y los que tienen formación en otra área. Se identificó que la formación que reciben sobre en-señanza de lenguas influye en su práctica educativa; que la cognición de los participantes es diferente en cada gru-po, y que las necesidades de preparación que requieren para enseñar inglés varían entre ambos grupos. Los profe-sores de ambos grupos presentan semejanzas en cuanto a las dificultades que tienen mientras enseñan inglés en preparatorias públicas de Yucatán. Palabras clave: Enseñanza del idioma inglés, cognición de profesores, formación de profesores, preparatorias pú-blicas.

Retos linguísticos de los estudiantes universitarios en el desarrollo de la escritura académica

Colombian Applied Linguistics Journal, 2009

The focus of this paper is on the challenges that Colombian university students live when developing academic writing in English as a foreign language. At the macro level, it points to the importance of a theoretically informed understanding of teaching practices in ELT; at the micro level it intends to sensitize ELT practitioners, and particularly academic writing instructors, on the diverse challenges students-particularly non-native learners-experience when appropriating a largely unknown discourse upon entry to the university. Excerpts from participants in a two-year study intertwine with a theoretical discussion on academic writing are presented.

An Ethnographic Study on Beliefs and Attitudes of Some Brazilian Teachers of English

Applied Linguistics Research Journal, 2019

Many specialists agree that beliefs have a powerful impact on teachers practices. However, it should be taken into account that their attitudes affect their practices as well. This paper is about English language teachers´attitudes and beliefs. The objective was to share some data from an ethnographic research developed with a group of high school English teachers from Brazil. The research data ratified our hypothesis of the existence of a relatioship between belief and attitude, what, to us, until then, was a gap in the studies of Applied Linguistics. Although initially we had in mind the idea that attitudes could generate beliefs, we verified that attitudes are part of beliefs as well as they are personal, contextual, and incidental, what we explain in this paper. The data were collected through an interview and a questionnaire, which made it possible, based on the teachers' statements, to figure out how beliefs and attitudes operate and converge. That is why a study as this is relevant since it can contribute to the field so that teachers can understand even better their pedagogical settings..