How Research Papers - Academia.edu (original) (raw)

This paper describes a research study aimed at identifying the characteristics that multimedia material should have in order to promote the development of intercultural competence in undergraduate students at the Universidad del Norte in Barranquilla, Colombia (Uninorte). Specific pedagogical and technological features were explored in this research. Results showed that the use of the ICT (Information Communication Technologies) promotes the development of intercultural competence; facilitates self-directed learning processes and increases motivation. Findings also led to the definition of very specific features for this type of material.

- by and +2
- •
- Sociology, Communication, Technology, Multimedia
- by Helda Davila
- •
- Learning, Problem Solving, How
- by Kanmani Rose
- •
- Label, TELL, WHO, Name

The use of virtual environments to support as well as to complement language teaching and learning processes is becoming a recurrent practice and sometimes policy in several educational institutions. This paper reports the results of an inquiry carried out at the language center of a private university in Bogotá. Those results intended to describe EFL teachers' viewpoints regarding the promotion of autonomous, collaborative, and meaningful learning through the use of virtual classrooms in the teaching of English as a foreign language. Findings show that the promotion of these three types of learning through the use of virtual classrooms still represents challenges in the context in which this study was carried out.

- by Ferney Cruz
- •
- Technology, ICT in Education, Autonomy, Virtual Learning

This study investigated the effects of teaching vocabulary through the lexical instructional approach in EFL intermediate level students. Ninety-five (95) students participated in a non-equivalent pre-test-post-test quasi-experimental design study. The participants were given vocabulary competence pre-test in order to check their homogeneity in terms of their vocabulary knowledge. Then, following the similitude of the results they scored, the participants were randomly assigned as experimental group and the control group. For sixteen (16) weeks, the experimental group was taught by providing students with chunks and/or collocates of words through using collocation dictionaries, concordance programs, chunk-for-chunk translation activities, and corpus-based activities etc. Whereas, the control group was taught the new words in isolation with conventional teaching techniques; for example, translation at single word level, synonyms, antonyms, and definitions. After the instructional int...

- by addisu sewbihon
- •
- Psychology, Second Language Acquisition, Applied Linguistics, Collocations

Due to the need of decentering language learners' conceptions and practices of " othering " against the target culture, it has become necessary to help them grow in critical cultural understanding and positive appreciation towards the richness of difference and plurality, as a transversal dimension of their intercultural competence. Thus, this paper seeks to summarize the literature on the notion of othering and its pedagogical possibilities to promote critical cultural awareness raising in the language classroom. It initially presents some theoretical contributions on the concepts of the " Other " and the " Self " and its dialectical relation, and later, it proposes four pedagogical tools that could enable learners to achieve the already mentioned objective.

The growing priority given to both cross-cultural awareness and interculturality in ELT requires EFL teachers to be aware of how culture arises out of language. However, the relation between language and culture seems hardly noticed and usually overlooked by EFL teachers. This paper discusses a) notions about how language and culture relate; b) a practical implementation of these notions through a reading and writing activity in an undergraduate EFL course at Universidad del Norte in Barranquilla; and c) implications for how language and culture can be incorporated into EFL courses.

- by Jorge Turizo
- •
- Psychology, Intercultural Communication, Social Interaction, Culture
- by Anisha Chugh
- •
- Translation Studies, Literary Stylistics, Applied Linguistics, Linguistic stylistics

The language of advertisements aims at precise, clear, pointed, and arresting communication. Like all communicative endeavours, in advertising, getting the message across is of prime importance. However, the use of language in advertising is of a particular character because the advertiser cannot afford to be delinquent or uncritical. The aim of this paper is to investigate the extent to which rules or conventions of the English language are broken in print advertising. It also shows the practical usage of linguistic features especially figures of speech in newspaper advertisements. This paper is based on many concrete examples that strengthen the theoretical part of the paper.

- by Anisha Chugh
- •
- Psychology, Translation Studies, Art, Literary Stylistics

This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.

The purpose of this paper is to examine and compare the concepts of linguistic colonialism and cultural alienation in University textbooks for teaching English as opposed to the theories about culture in the decolonial turn. Dichotomous categories were established based on the analysis of the cultural component of the textbooks for the teaching of English. The corpus consisted of six textbooks produced by multinational publishers and used in Colombia during the years 2006-2018. Documentary analysis procedures were used to discuss emergent themed contents in relation to cultural components from a critical perspective that unveiled imperialism practices. Results showed that the textbook contents dealt with high levels of alienation burden, superficial cultural components and instrumentation to the submissive person who favors the dominant culture of English and does not offer possibilities to embrace interculturality in ELF teaching contexts.

- by Sandra L . Soto-Santiago
- •
- How
- by Anisha Chugh
- •
- Advertisements, Newspaper, How
- by Amrita Sharma
- •
- Psychology, Translation Studies, Art, Advertising

The present study was an attempt to understand how a process of reflection helped five foreign language student teachers throughout their first teaching experience. This study was conducted in the classrooms of five public schools in Colombia where English was taught to high school students. Data were collected through classroom observations, students’ reflective journals, lesson plans and semi-structured interviews. Findings revealed that reflection is a way to help foreign language student teachers to improve their first teaching practice. The analysis was based on the light of two theories, reflection in action and reflection on action from Schon (1987) and Van Manen’s (1977) three levels of reflection.

- by Judith C. Albarracin Trujillo
- •
- Psychology, Teacher Education, Applied Linguistics, Reflection

Traditionally, at universities, English as a foreign language instructors have used a series of approaches to teach students how to write academic texts in English from both teacher preparation and regular programs. In spite of this, students continue to have problems writing the academic texts required of them in the different courses. Concerned with this issue, a group of English as a Foreign Language writing instructors from a Teacher Education Program in Medellín engaged in the study of Systemic Functional Linguistics. The purpose of this article is to report the insights that one of these instructors gained once he began using these theories to analyze a narrative text produced by one of the students in his class.

- by camilo portilla dominguez
- •
- Sociology, Cultural Studies, Psychology, Media and Cultural Studies

This paper reports a descriptive case study developed in an English language teaching program at a public university in Colombia. The purpose of this study was to disclose what knowledge a group of pre-service teachers had about intercultural communicative competence and how they considered their approach to this competence in the English classes they had planned during their final pedagogical practicum. The instruments used to collect data were documents, interviews, and a survey. The outcomes were meaningful for the participants as well as for the researcher since it was possible to identify that pre-service teachers understand this competence as a visible concept to be approached in the classes, mainly to refer to and learn about other cultures different from the Colombian and Boyacense ones. It was also identified that the intercultural communicative competence was considered, by these pre-service teachers, as the "dressing" to change the taste of the class.

- by maria teresa nuñez
- •
- Psychology, Culture, Teachers Practices, Knowledge
- by Alejandro Galvis
- •
- How
- by • Martha Isabel Bonilla
- •
- Formative Assessment, Autonomy, Learning English, Autonomía
- by Razieh Gholaminejad
- •
- Psychology, Language and Identity, Identity, Identity Construction
- by Valentina Bedoya
- •
- How
- by Claudio Díaz
- •
- Teaching English to Young Learners, How
- by CLAUDIA PATRICIA MESA VILLA
- •
- Psychology, English language teaching, How, English Language Teaching
- by Judith C. Albarracin Trujillo
- •
- Psychology, Teacher Education, Applied Linguistics, Reflection

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 mu...

This article describes a study conducted in a Mexican English teacher education program about multiple intelligences. Seventy-four first year students participated in the study. Findings reveal that the highest kinds of intelligences were the bodily kinesthetic, the interpersonal, the intrapersonal, and the musical; the lowest ones were the naturalist, the existential, the verbal linguistic, the logical mathematical, and the visual spatial. The authors suggest that it is important to diagnose and promote these intelligences in trainees in a systematic way in order to equip them with knowledge and experience of multiple intelligences in order to use them in their future teacher practice.

This paper, as its title suggests, introduces some reflections on the importance critical pedagogy as well as awareness-raising practices have in education today, especially in language teacher preparation programs, and how they provide a new opportunity for pre-service teachers to re-think their pedagogical experiences for social transformation. Critical pedagogy (CP) as a philosophy of life helps teachers achieve a better understanding of what teaching really entails and raising awareness fosters reflection regarding our practices in educational settings, starting in the language classroom, exploring on the one hand, what pre-service teachers think and perceive about teaching and learning in the context they are involved in, and on the other hand, how those perceptions might influence their educational practices.

- by Yolanda Samacá Bohórquez
- •
- Sociology, Psychology, How
- by Ferney Cruz
- •
- Technology, ICT in Education, Autonomy, Virtual Learning

This article reports on the results of a study carried out at Universidad de la Salle which aimed to identify the instructional sequences of six teachers of the “Licenciatura en lengua interviews. Findings show that teachers articulate their instructional sequences guided by stages such as practice, presentation, production, evaluation and homework check.

- by José Aldemar Álvarez Valencia
- •
- Language Teaching, How
- by Yolanda Samacá Bohórquez
- •
- Critical Pedagogy, Transformation, Reflection, How
- by Hala Nur and +1
- •
- English for Specific Purposes, English for Academic Purposes, Teaching Assistants, How
- by jahir aguirre
- •
- Sociology, Culture, Rural education, Interculturalidad

This paper develops a two-voiced self-dialogue with some compelling ideals of critical pedagogy advocated by Paulo Freire: reflection, dialogue, conscientização, (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.

- by Yolanda Samacá Bohórquez
- •
- Praxis, Reflection, Conscientização, Critical Engagement

Self-assessment for accreditation purposes requires follow-up of graduates and feedback with academic programs. As part of the improvement actions, this study was done to characterize graduates’ methodologies in English language teaching. The data, gathered through questionnaires, showed that graduates privilege the communicative and eclectic methods; the criteria for selecting methodologies are based on their relevance in the teaching context and students’ learning needs; furthermore, there is a need and expectation to be updated in methodologies according to the guidelines of the National Bilingual Program. It would be relevant that these results were considered in the curricular development of modern languages and in graduates’ professional development activities.

- by Carmelina Encarnacion
- •
- Engineering, Applied Linguistics, Teaching Methodology, Learning approaches

This article presents an autoethnographic exercise focused on exploring my history as a teacher educator and researcher in ELT. With this article, I try to show, starting from my life experiences as a teacher and the different concerns that arose during them, my transformation as a researcher. Likewise, I analyze how these transformations are also derived from working with the pre-service English language teachers belonging to a research seedbed focused on doing autoethnographic research. Similarly, I show how my research work has helped others to establish a context for their research. Finally, the reflections derived from my experiences and what I learned while co-investigating in the research seedbed led me to see that continuing to work on the transformation of ELT education in Colombia is necessary.

- by JAIRO ENRIQUE CASTAÑEDA TRUJILLO
- •
- Psychology, Teacher Education, Autoethnography, Researcher

- by Yolanda Samacá Bohórquez
- •
- Sociology, Psychology, Critical Pedagogy, Transformation

This case study aims at replicating a study conducted in 2007 with a group of ten trainees at the English Teacher Training Program at Universidad Nacional de Mar del Plata. In 2007, the participants recorded a dyadic interactive task. Speech data were analyzed to see how, through the use of language, learners construed their social reality. In the present work, seventeen pre-service English language teachers enrolled in a four-year program at Instituto Superior IDRA, in Mar del Plata, Argentina, completed a task similar to the one carried out by the 2007 group. Findings from both groups were cross-checked. Results revealed that most learners in both groups preferred to satisfy personal needs such as traveling, buying a house and a car to getting involved in doing academic research.

- by Pedro Luis Luchini
- •
- Sociology, Psychology, How

- by Yolanda Samacá Bohórquez
- •
- Sociology, Psychology, How

various masters in economy of culture. He is the vice-president of the Civic Theater and Auditorium Foundation of Bolzano. Author of many publications, speaker at numerous meeting on topics related to: regional autonomy linguistic rights, public management, cultural marketing. The Paper discusses the process of looking for new audiences and visitors, which the Department for Culture of the Bolzano Province /South Tyrol carried out between 1998 and 2006. The opening of new venues was therefore preceded and accompanied by a massive campaign aimed at making people aware of the uses of culture. A cultural initiative is considered to be successful if it satisfies, at the same time, two, often unmentioned, desires: to learn something while experiencing emotions in a context with a socialising potential. Various initiatives aimed at an audience increase have been undertaken. Here are three essential lines of inter-vention: 1. QUANTITY of cultural comunication: 2. METHOD on the splitting up...

- by Antonio Lampis
- •
- How, Cation

Over the past few decades, information and communication technologies have been integrated into the language teaching and learning scenario with relatively great success. Accordingly, teachers’ role in this process is fundamental in order to make this integration really relevant for students’ learning. This paper reports the results obtained in a study that was addressed to examine what teachers believe about the effectiveness of using technology in an English program at university level and how these beliefs affect the use of these types of tools in their classes. The research conducted was a qualitative study and the analysis of data revealed that the use of technology-based activities in the English classroom is twofold: reinforcing already studied topics in class and promoting motivation.

- by Lourdes Rey
- •
- Psychology, How

The use of virtual environments to support as well as to complement language teaching and learning processes is becoming a recurrent practice and sometimes policy in several educational institutions. This paper reports the results of an inquiry carried out at the language center of a private university in Bogota. Those results intended to describe EFL teachers’ viewpoints regarding the promotion of autonomous, collaborative, and meaningful learning through the use of virtual classrooms in the teaching of English as a foreign language. Findings show that the promotion of these three types of learning through the use of virtual classrooms still represents challenges in the context in which this study was carried out.

- by FERNEY CRUZ ARCILA
- •
- Technology, ICT in Education, Autonomy, Virtual Learning
- by Sandra Camelo
- •
- How
- by jahir aguirre
- •
- Materials development, Teaching Foreing Languages, How
- by Judith C. Albarracin Trujillo
- •
- Teacher Education, Applied Linguistics, Reflection, Practicum
- by gabriel cote
- •
- Psychology, Teacher Education, Applied Linguistics, Pedagogy