A presentation with basic information from a qualitative study on language policy. This study was carried out with EFL in-service teachers in Bogotá, Colombia.
This document discusses the theory and development of communicative language teaching (CLT). Key points:
- CLT aims to develop students' "communicative competence" through meaningful communication rather than rote learning of grammar rules.
- CLT originated from developments in Europe and North America in the 1970s that emphasized using language for real communication over accuracy of individual linguistic features.
- Proponents argue that engaging in communicative tasks and negotiating meaning helps develop students' grammatical skills as well as their ability to communicate, without detracting from accuracy.
- While research shows classroom instruction has limited impact on acquisition, CLT remains focused on engaging students in meaningful communication.
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Educationdstaehrfenner
This session will highlight the revised TESOL/NCATE standards and will provide an overview of how the standards are currently used for NCATE accreditation. The presenter will propose future uses of the standards for professional development for content area teachers and as a teacher evaluation tool for teachers of ELLs
This document discusses the Communicative Language Teaching (CLT) approach. It describes CLT as prioritizing meaningful communication over mechanical practice. CLT focuses on developing learners' communicative competence through activities that engage them in authentic language use. While an effective approach, the document notes that CLT faces challenges in the Saudi context due to lack of imaginative teachers, classroom structures not supporting group work, large class sizes, and students unaccustomed to participatory learning. For CLT to succeed in Saudi Arabia would require sophisticated materials and experienced teachers, as well as changes to teaching styles that have been spoon-feeding for decades.
Brazilian education and foreign languages teaching facing contemporary challe...Daniel Ferraz
This document summarizes Daniel Ferraz's upcoming presentation to the Language and Literacy Research Group. It will discuss the Brazilian educational system, focusing on tensions between public and private education, federal and state curricula, and traditional vs. critical literacies. It will then focus on foreign language education and a National Project working with universities to address these challenges through critical teacher education approaches. Key topics covered include demographics, educational levels, critiques of reproductivism in higher education, and the goals of developing more dialogic and critical pedagogies.
Critical Literacy and Second Language Learning discusses two major approaches to critical teaching of English to speakers of other languages (TESOL): critical pedagogy and critical text analysis. Critical pedagogy focuses on empowering students and transforming unequal social relations through dialogue and curriculum focused on learners' experiences. Critical text analysis examines how power relations are represented in various texts and media to develop students' ability to critique and produce alternative texts. The document outlines the development of these approaches and their goals of promoting educational equity and inclusion for linguistic and cultural minorities.
This document summarizes research into intercultural factors that act as barriers to communicative language teaching, focusing on Japanese students. The research used questionnaires, focus groups, interviews, and classroom observation to analyze how cultural communication styles impact the effectiveness of communicative language teaching activities. The research found that communicative language teaching methods are based on Western individualist communication styles and do not fully account for differences in Eastern collectivist styles. As a result, communicative activities often broke down due to negative character assessments between students from different cultures, rather than actual communication difficulties. Accounting for differing cultural communication styles could help improve the effectiveness of communicative language teaching in multicultural classrooms.
This document discusses the theory and development of communicative language teaching (CLT). Key points:
- CLT aims to develop students' "communicative competence" through meaningful communication rather than rote learning of grammar rules.
- CLT originated from developments in Europe and North America in the 1970s that emphasized using language for real communication over accuracy of individual linguistic features.
- Proponents argue that engaging in communicative tasks and negotiating meaning helps develop students' grammatical skills as well as their ability to communicate, without detracting from accuracy.
- While research shows classroom instruction has limited impact on acquisition, CLT remains focused on engaging students in meaningful communication.
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Educationdstaehrfenner
This session will highlight the revised TESOL/NCATE standards and will provide an overview of how the standards are currently used for NCATE accreditation. The presenter will propose future uses of the standards for professional development for content area teachers and as a teacher evaluation tool for teachers of ELLs
This document discusses the Communicative Language Teaching (CLT) approach. It describes CLT as prioritizing meaningful communication over mechanical practice. CLT focuses on developing learners' communicative competence through activities that engage them in authentic language use. While an effective approach, the document notes that CLT faces challenges in the Saudi context due to lack of imaginative teachers, classroom structures not supporting group work, large class sizes, and students unaccustomed to participatory learning. For CLT to succeed in Saudi Arabia would require sophisticated materials and experienced teachers, as well as changes to teaching styles that have been spoon-feeding for decades.
Brazilian education and foreign languages teaching facing contemporary challe...Daniel Ferraz
This document summarizes Daniel Ferraz's upcoming presentation to the Language and Literacy Research Group. It will discuss the Brazilian educational system, focusing on tensions between public and private education, federal and state curricula, and traditional vs. critical literacies. It will then focus on foreign language education and a National Project working with universities to address these challenges through critical teacher education approaches. Key topics covered include demographics, educational levels, critiques of reproductivism in higher education, and the goals of developing more dialogic and critical pedagogies.
Critical Literacy and Second Language Learning discusses two major approaches to critical teaching of English to speakers of other languages (TESOL): critical pedagogy and critical text analysis. Critical pedagogy focuses on empowering students and transforming unequal social relations through dialogue and curriculum focused on learners' experiences. Critical text analysis examines how power relations are represented in various texts and media to develop students' ability to critique and produce alternative texts. The document outlines the development of these approaches and their goals of promoting educational equity and inclusion for linguistic and cultural minorities.
This document summarizes research into intercultural factors that act as barriers to communicative language teaching, focusing on Japanese students. The research used questionnaires, focus groups, interviews, and classroom observation to analyze how cultural communication styles impact the effectiveness of communicative language teaching activities. The research found that communicative language teaching methods are based on Western individualist communication styles and do not fully account for differences in Eastern collectivist styles. As a result, communicative activities often broke down due to negative character assessments between students from different cultures, rather than actual communication difficulties. Accounting for differing cultural communication styles could help improve the effectiveness of communicative language teaching in multicultural classrooms.
Assignment 6. Protocol and Data Analysis-Sample video presentation [Autoguard...SuzMtzg
This document discusses research on factors that affect English language learning. It aims to identify the level of influence of sociocultural level, geographical location, motivation, and personal factors on students' English acquisition. The study was conducted on students from a technical high school in Chiapas, Mexico. The theoretical framework discusses theories of foreign language learning and acquisition, noting the importance of English as a global language. It also covers differences between native and non-native speakers and learning theories such as behaviorism and innatism.
This document discusses decolonizing English language teaching practices in Colombia through a post-method pedagogy. It argues that current bilingual education programs do not consider students' realities and cultures. It advocates incorporating students' local knowledge and context into the curriculum to support meaningful learning. A post-method approach is proposed where teachers recognize multiple teaching methods and act as reflective practitioners. Teachers should use their experiences to construct their own teaching theories tailored to their contexts. Decolonizing practices involve teachers gaining awareness of imposed discourses, recognizing decolonization as a process, understanding how to design theory from practice, provoking student self-reflection, and being aware of social and policy dimensions.
This document discusses decolonizing English language teaching practices in Colombia. It argues that current approaches do not consider students' realities and cultures. A post-method pedagogy is proposed that recognizes local knowledge and contexts. Language is viewed as a means of identity and power. Teachers should move from passive technicians to reflective practitioners who understand local contexts and work for social change. Decolonizing practices involve teachers gaining awareness of imposed discourses and power structures, recognizing teaching as an ongoing process, reflecting on their own practices, provoking student self-reflection, and understanding the social dimensions of their schools.
Coloniality and ELT education programs: the need for disrupting alternatives ...Yamith José Fandiño Parra
This presentation will call for disruptive research practices that not only can question the rhetoric of modernity and the logic of coloniality, but also position epistemic disobedience and a grammar of decoloniality (Mignolo, 2010) in the production of knowledge in foreign language education programs (Fandiño, 2021). It will do so by first going over coloniality in general and coloniality of knowledge in particular. Then, it will discuss knowledge production in the field of foreign language education. After that, it will propose some preliminary ideas about the decolonization of research in foreign language education programs. Finally, it will encourage participants infuse their own research agendas and research projects with disruptive alternatives.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This document discusses factors to consider for effective teaching of English as a foreign language to young learners. It outlines that programs should have clear goals and objectives, learner-centered approaches, and materials suited to the students' age. Teachers require specialized training in teaching English as well as child development. Institutions must provide adequate resources and support that value students' home cultures. Overall, there is no single best approach; programs need to balance these factors based on their unique educational and cultural contexts.
Position statement on teaching English as a foreignRe Martins
This document discusses factors to consider for effective teaching of English as a foreign language to young learners. It outlines that programs should have clear goals and objectives, learner-centered approaches, and materials appropriate for the age and context. Teachers require specialized training in teaching English as well as child development. Institutions must provide adequate resources and support that value learners' home cultures. Effective programs balance these factors of planning, teachers, and support within the local educational and cultural setting.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Teach_Tomorrow_in_Oakland_recruiting_andD. A. Dabner
Teach Tomorrow in Oakland (TTO) is a partnership between the Mayor's office and Oakland Unified School District aimed at recruiting and retaining local, culturally diverse teachers. Now in its sixth year, TTO uses strategies like a cohort model and monthly meetings to support teachers and boost retention rates. The presentation will share data on TTO's recruitment and retention efforts over six years, highlight strategies for supporting diverse teachers, and discuss challenges of implementing best practices district-wide.
The document discusses several aspects of classroom management and teaching methods:
1) Classroom management involves several aspects that impact lesson development, such as how the teacher moves and responds to the class.
2) Teaching a foreign language should focus not only on academic instruction but also on students' human and social growth through cooperative learning and awareness of moral values.
3) This classroom project proposal aims to implement creative writing strategies in a primary school classroom using cooperative learning to help students develop their listening skills.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
Swales (1980) discusses the need for flexibility in ESP program design and implementation in developing countries due to institutional and socio-cultural constraints. Among these is that ESP programs have low status since they are non-degree programs, resulting in inadequate representation and administrative constraints. To minimize these issues, Swales proposes collaborative efforts between ESP teachers, subject teachers, and administrators to modify programs towards desired goals. He also stresses the importance of understanding students' study habits and learning strategies within their educational environment.
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
The document provides guidelines for inclusive language usage in Ecuadorian educational documents. It states that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, it recommends using gender-neutral terms like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both sexes. This practice follows the Real Academia Española's recommendation and is meant to avoid overly wordy expressions while still recognizing both sexes. It is signed by the President and Education Minister of Ecuador.
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
This document discusses the implementation of the European Language Portfolio (ELP) at the State University of Puebla to promote learner autonomy. The ELP aims to enhance learner self-assessment and confidence in attaining Common European Framework of Reference (CEFR) descriptors. The ELP allows learners to work collaboratively, developing and exchanging materials. It also stimulates reflective processes that are important for learner independence. The implementation is analyzed using Markee's framework of innovation diffusion and Ajzen's Theory of Planned Behavior to understand adoption and provide pedagogical implications.
This document discusses Richard Johnstone's work on language teacher education. It provides background on language teacher education, including how it varies based on historical, political, and cultural factors in different countries. It then outlines aspects of language teacher education provision, including the stages, sectors, types, modes, receivers, stakeholders, and functions. Key factors that can positively or negatively influence language teacher education provision are also discussed, such as support from international agencies, teacher supply, opportunities for continuous professional development, and working conditions. The document then examines the ideology and process of language teacher education.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
2023 04 23 - Visión panorámica de la redacción académica para académicos prin...Yamith José Fandiño Parra
El documento proporciona instrucciones sobre la redacción de párrafos académicos, incluyendo la estructura básica de un párrafo académico, ejemplos de párrafos bien y mal redactados, errores comunes y consejos sobre el estilo de escritura.
Este documento presenta una guía sobre la redacción académica. Explica los diferentes tipos de textos, estrategias para la escritura de textos académicos como la planificación, redacción y revisión. También describe estilos de escritura como el expositivo, explicativo y persuasivo. Incluye reglas básicas como la claridad, precisión y concisión. Por último, identifica errores comunes como las perífrasis y oraciones extensas. El documento provee una guía completa para la redacción de textos ac
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Assignment 6. Protocol and Data Analysis-Sample video presentation [Autoguard...SuzMtzg
This document discusses research on factors that affect English language learning. It aims to identify the level of influence of sociocultural level, geographical location, motivation, and personal factors on students' English acquisition. The study was conducted on students from a technical high school in Chiapas, Mexico. The theoretical framework discusses theories of foreign language learning and acquisition, noting the importance of English as a global language. It also covers differences between native and non-native speakers and learning theories such as behaviorism and innatism.
This document discusses decolonizing English language teaching practices in Colombia through a post-method pedagogy. It argues that current bilingual education programs do not consider students' realities and cultures. It advocates incorporating students' local knowledge and context into the curriculum to support meaningful learning. A post-method approach is proposed where teachers recognize multiple teaching methods and act as reflective practitioners. Teachers should use their experiences to construct their own teaching theories tailored to their contexts. Decolonizing practices involve teachers gaining awareness of imposed discourses, recognizing decolonization as a process, understanding how to design theory from practice, provoking student self-reflection, and being aware of social and policy dimensions.
This document discusses decolonizing English language teaching practices in Colombia. It argues that current approaches do not consider students' realities and cultures. A post-method pedagogy is proposed that recognizes local knowledge and contexts. Language is viewed as a means of identity and power. Teachers should move from passive technicians to reflective practitioners who understand local contexts and work for social change. Decolonizing practices involve teachers gaining awareness of imposed discourses and power structures, recognizing teaching as an ongoing process, reflecting on their own practices, provoking student self-reflection, and understanding the social dimensions of their schools.
Coloniality and ELT education programs: the need for disrupting alternatives ...Yamith José Fandiño Parra
This presentation will call for disruptive research practices that not only can question the rhetoric of modernity and the logic of coloniality, but also position epistemic disobedience and a grammar of decoloniality (Mignolo, 2010) in the production of knowledge in foreign language education programs (Fandiño, 2021). It will do so by first going over coloniality in general and coloniality of knowledge in particular. Then, it will discuss knowledge production in the field of foreign language education. After that, it will propose some preliminary ideas about the decolonization of research in foreign language education programs. Finally, it will encourage participants infuse their own research agendas and research projects with disruptive alternatives.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This document discusses factors to consider for effective teaching of English as a foreign language to young learners. It outlines that programs should have clear goals and objectives, learner-centered approaches, and materials suited to the students' age. Teachers require specialized training in teaching English as well as child development. Institutions must provide adequate resources and support that value students' home cultures. Overall, there is no single best approach; programs need to balance these factors based on their unique educational and cultural contexts.
Position statement on teaching English as a foreignRe Martins
This document discusses factors to consider for effective teaching of English as a foreign language to young learners. It outlines that programs should have clear goals and objectives, learner-centered approaches, and materials appropriate for the age and context. Teachers require specialized training in teaching English as well as child development. Institutions must provide adequate resources and support that value learners' home cultures. Effective programs balance these factors of planning, teachers, and support within the local educational and cultural setting.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Teach_Tomorrow_in_Oakland_recruiting_andD. A. Dabner
Teach Tomorrow in Oakland (TTO) is a partnership between the Mayor's office and Oakland Unified School District aimed at recruiting and retaining local, culturally diverse teachers. Now in its sixth year, TTO uses strategies like a cohort model and monthly meetings to support teachers and boost retention rates. The presentation will share data on TTO's recruitment and retention efforts over six years, highlight strategies for supporting diverse teachers, and discuss challenges of implementing best practices district-wide.
The document discusses several aspects of classroom management and teaching methods:
1) Classroom management involves several aspects that impact lesson development, such as how the teacher moves and responds to the class.
2) Teaching a foreign language should focus not only on academic instruction but also on students' human and social growth through cooperative learning and awareness of moral values.
3) This classroom project proposal aims to implement creative writing strategies in a primary school classroom using cooperative learning to help students develop their listening skills.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
Swales (1980) discusses the need for flexibility in ESP program design and implementation in developing countries due to institutional and socio-cultural constraints. Among these is that ESP programs have low status since they are non-degree programs, resulting in inadequate representation and administrative constraints. To minimize these issues, Swales proposes collaborative efforts between ESP teachers, subject teachers, and administrators to modify programs towards desired goals. He also stresses the importance of understanding students' study habits and learning strategies within their educational environment.
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
The document provides guidelines for inclusive language usage in Ecuadorian educational documents. It states that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, it recommends using gender-neutral terms like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both sexes. This practice follows the Real Academia Española's recommendation and is meant to avoid overly wordy expressions while still recognizing both sexes. It is signed by the President and Education Minister of Ecuador.
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
This document discusses the implementation of the European Language Portfolio (ELP) at the State University of Puebla to promote learner autonomy. The ELP aims to enhance learner self-assessment and confidence in attaining Common European Framework of Reference (CEFR) descriptors. The ELP allows learners to work collaboratively, developing and exchanging materials. It also stimulates reflective processes that are important for learner independence. The implementation is analyzed using Markee's framework of innovation diffusion and Ajzen's Theory of Planned Behavior to understand adoption and provide pedagogical implications.
This document discusses Richard Johnstone's work on language teacher education. It provides background on language teacher education, including how it varies based on historical, political, and cultural factors in different countries. It then outlines aspects of language teacher education provision, including the stages, sectors, types, modes, receivers, stakeholders, and functions. Key factors that can positively or negatively influence language teacher education provision are also discussed, such as support from international agencies, teacher supply, opportunities for continuous professional development, and working conditions. The document then examines the ideology and process of language teacher education.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
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Professional empowerment of EFL in-service teachers through language policy and decision making
1. PROFESSIONAL EMPOWERMENT OF
EFL IN-SERVICE TEACHERS THROUGH
LANGUAGE POLICY AND DECISION
MAKING IN EFL NATIONAL PROGRAMS
50TH ASOCOPI ANNUAL CONFERENCE
Half a century making history in Colombia
ELT – Tracing back our footsteps
October 8, 9, and 10, 2015
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
2. CONTENTS
Introduction
Language policy: EFL, local level, national EFL programs, and Colombian ELT
community
Methodology : paradigm, approach, design, questions, objectives, setting,
participants, data collection, data analysis.
Findings: documents, surveys, and focus groups.
Discussion
Conclusion
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
4. INTRODUCTION
It goes without saying that the implementation of language policies and the reach of teachers’ decision
making are highly connected to the acknowledgement of their voices as political and pedagogical agents.
Within the framework of national EFL programs, teachers' voices need to be heard as they are deeply
connected to the intellectual, emotional, and educational realities of their communities (Giroux, 1988).
By having their voice valued, EFL teachers can have access to opportunities where their concerns and
suggestions may transform the systems that exclude them, which in the long run can impact positively
their lives and those of their students.
This state of affairs demands the adoption and development of consistent and solid discourses aimed at
providing the EFL Colombian community with strategies to critically examine how linguistic and socio-
cultural practices are constructed, legitimated, and contested (Kubota, 2004).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
5. 1. LANGUAGE POLICY
Language policy (statements of intent) and planning (implementation) is defined as a set of
actions and processes, often large scale and national, usually undertaken by governments with
the purpose of influencing, if not changing, ways of speaking or literacy practices within a society
(Baldauf, 2004).
Baldauf proposed a framework that adopts a goal-orientation to the four activity types (i.e.,
status planning, corpus planning, language-in-education planning, and prestige planning) typically
used to define the discipline and examines these across policy and cultivation planning. He
suggests that awareness of such goals may be overt (explicit, planned) or covert (implicit,
unplanned), and may occur at several different levels (macro, meso, and micro).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
6. 1.1. LANGUAGE POLICY AND EFL
When talking about language policy and EFL teachers, Ricento and Hornberger (1996) pointed
out that this kind of policy may appear quite theoretical and far removed from the lives of many
English language teaching practitioners.
External politics has traditionally influenced which language or which variety of that language
learners will acquire, and what its function will be in their future life. Such traditional approach to
language policy regards this process as one already decided before the EFL professional enters
the classroom.
To them, this is unfortunate since EFL professionals are involved in the processes of language
planning and making. They claim that educational and social change in general and language
policy in particular need to begin with the grass roots (educators, parents, students, and
communities), as they are the ones in charge of mobilizing innovation in schools and in classes.
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
7. 1.2. LANGUAGE POLICY IN THE LOCAL OR MICRO LEVEL
Amir (2013) explained that, even though there are both implicit and explicit language policies,
interaction and sequential analyses expose how de facto practices enshrine in the local or micro
level of language policy. This level is understood as how a policy is played out in situ in the foreign
language classroom.
Such a term contrasts with a more fixed and static conceptualization of language policy, whereby
a prescribed set of norms are readily available for implementation. On the contrary, it aims to
capture the dynamic, co-constructed and situated nature of language policy as opposed to the
workplan conceived by the policy makers.
In brief and in line with a policy-in process approach, studies about the micro-level language
policy strive to shift their focus from the task-as-workplan to the task-in-process, i.e. what
actually happens in the classroom (p. 86).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
8. 1.3. LANGUAGE POLICY AND NATIONAL EFL PROGRAMS
The adequacy of the country's conditions for bilingualism: Few classroom hours dedicated to the teaching of
English, a shortage of materials and qualified teachers and few opportunities to use authentic English
communication (Cardenas, 2006).
The difficulties experienced by this project: Not simply a lack of interest or language level of Colombian
teachers, but a need to improve the conditions in which teaching and learning occur in Colombia (Sánchez &
Obando, 2008).
Little inclusion and large exclusion: Opportunities for some groups and individuals, but inequality and social
stratification based on standardization and instrumentalization (Usma, 2009).
Tension between language policy, curriculum guidelines and actual conditions in the schools: A lack of macro
and micro articulation to assume bilingual learning processes as a meaningful interplay between L1 and L2
(Fandiño, 2014).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
9. 1.4. LANGUAGE POLICY AND THE COLOMBIAN ELT COMMUNITY
The Colombian ELT community has not quite managed to open up real and concrete possibilities for EFL in-
service teachers to articulate and exercise realistically their personal and professional voices in their
institutions and regions. This is not simply related to helping them share their experiences, realities, and
worlds, but more importantly by providing them with spaces and processes, in which they can reflect
about the values, ideologies, and principles they use when understanding and mediating their histories
and subjectivities (McLaren, 2002).
In this regard, Becerra (2005) claimed that being the school a social microcosm, the forces around it are
present in teachers’ practices and discourses. To her, this demands from them becoming aware of what
they are doing and saying and reflecting critically how they might be favoring the continuation of unequal
practices and processes. Ultimately, teachers will become stronger and more autonomous as they become
more responsible in transforming reality and increasing their power to do it (p. 50).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
10. 2. METHODOLOGY: PARADIGM, APPROACH, AND DESIGN
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
BASIC QUALITATIVE RESEARCH DESIGN
In conducting a basic qualitative study, you seek to discover and understand a phenomenon, a process, the
perspectives and worldviews of the people involved, or a combination of these (Merriam, 2002, p. 6).
QUALITATIVE APPROACH
An approach for exploring and understanding the meaning individuals or groups ascribe to a social or human
problem (Creswell, 2014, p. 4).
INTERPRETIVIST/CONSTRUCTIVIST PARADIGM
Interpretivist/constructivist approaches to research have the intention of understanding "the world of human
experience" (Cohen & Manion, 1994, p.36), suggesting that "reality is socially constructed" (Mertens, 2005, p.12).
11. 2.1. METHODOLOGY: QUESTIONS, OBJECTIVES, SETTING AND PARTICIPANTS
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
• How do EFL in-
service teachers
interpret
national EFL
programs in
public schools in
Bogotá?
Research
question
• Explore meanings EFL in-
service teachers give to
national EFL programs
• Describe experiences EFL
in-service teachers have
when working with national
EFL programs.
Research
objectives •Two public schools south of
Bogotá.
• Colegio Cafam Santa Lucía and
Colegio Mercedes Nariño.
• 2nd or 3rd social strata.
•20 EFL in-service teachers.
• 3 -5 years experience in public
sector.
• Most with specializations in EFL
methodology and a few with
master’s degrees in education.
Research setting
and participants
12. 2.1. METHODOLOGY: DATA COLLECTION
Documents
Public and private records
that qualitative researchers
obtain, which provide
valuable information in
helping researchers
understand central
phenomena (Creswell, 2012,
p. 223).
Surveys
A procedure in which
investigators administer a
questionnaire to a sample in
order to identify and describe
trends in the attitudes,
opinions, behaviors, or
characteristics of a
population (Creswell, 2012, p.
376)
Focus groups
Process of collecting data
through interviews with a
group of people, typically
four to six. The researcher
asks a small number of
general questions and elicits
responses from all individuals
in the group (Creswell, 2012,
p. 218).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
13. 2.1. METHODOLOGY: DATA ANALYSIS (Chambliss & Schutt, 2012)
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
Documentation
Conceptualization, coding and
categorizing
Examining relationshipts
and displaying data
Corraborating and
legitimazing
Reporting
17. 4. DISCUSSION
Teacher decision making (Villareal, 2005)
Decision making is about making informed choices for solutions to classroom problems and issues. It is about
feeling capable to make these decisions. It is about teachers given a decision-making opportunity and getting the
organizational support to successfully implement these choices.
Teachers’ engagement in decision making can be defined at two levels: classroom level for individual judgments
and school level for collective judgments. Their involvement requires the development of both collective and
individual decision-making skills.
Teachers can demonstrate appropriate application of decision making when they are given space and time to:
- follow the steps of making a good decision,
- support decisions with research-based knowledge or experience, and
- demonstrate assessment of alternative actions and a decision’s possible impact.
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
18. 4. DISCUSSION
Understanding EFL in-service teachers as decision makers requires Colombia’s government to recognize
policy as a sociocultural process that transcends official or legally authorized designations. Instead, policy
should be understood as a process of human interaction, negotiation, and resistance, what Levinson,
Sutton and Winstead (2009) call appropriation.
Appropriation refers to “the ways that creative agents interpret and take in elements of policy, thereby
incorporating these discursive resources into their own schemes of interest, motivation, and action”
(Levinson et al., 2009, p. 779).
Finally, the appropriation of language policy by EFL in-service teachers encourages one to interpret
ambiguities and gaps as opportunities for transformative pedagogical interventions. Such interventions
give rise to teacher agency. This agency is typically viewed as a quality within educators, a matter of
personal capacity to act usually in response to stimuli within their pedagogical environment (Priestley,
Biesta & Robinson, 2012, p. 3).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
19. 4. DISCUSSION
Although in-service EFL teachers try to reproduce or replicate official discourses through
particular classroom language practices, such reproduction is never total and in some cases is
eclipsed by strong adaptations and contestations.
In this regard, Hornberger and Johnson (2011) proposed ethnography of language policy as a
method that can be used to approach the multiple levels of policy activity in order to better
understand both the power of language policies to marginalize and the power of educators to
adapt and resist.
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
20. 5. CONCLUSION
Overall, this study offers evidence that suggests that in-service EFL teachers need to be incorporated into
language policy and decision making. By doing so, programs such as Bogota Bilingüe can effectively take
into account their meanings, experiences, and perspectives of EFL practitioners, which can lead to the
reconfiguration and reinterpretation of the discourses and practices official bilingualism and mainstream
EFL instruction seem to be based on. Ultimately, having in-service EFL teachers act as main participants can
help official actions and decisions
“superar políticas instrumentalistas y proyectos programáticos caracterizados por el
desconocimiento de la voz de los actores del proceso” (Bermúdez, Fandiño & Ramírez, 2015, p.
166).
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
21. REFERENCES
Amir, L. (2013). Self-policing in the English as a foreign language classroom. Novitas: Research on Youth and Language, 7(2), 84-105.
Baldauf, R. (2006). Rearticulating the case for micro language planning in a language ecology context. Current Issues in Language Planning, 7(2), 147-170. doi: 10.2167/cilp092.0
Baldauf, R. (2004). Language planning and policy: Recent trends, future directions. American Association of Applied Linguistics, Portland, Oregon, (1-8). Retrieved from http://espace.library.uq.edu.au/view/UQ:24518/LPPCoPap1AAAL04.pdf
Bermúdez, J., Fandiño, Y., & Ramírez, A. (2015). Percepciones de directivos y docentes de instituciones educativas distritales sobre la implementación del Programa Bogotá Bilingüe. Voces Y Silencios: Revista Latinoamericana De Educación,
5(2), 135-171.
Cárdenas, M. (2006). Bilingual Colombia: Are we ready for it? What is needed? Paper presented at the 19th EA Annual Education Conference, Perth, Australia. Retrieved from http://www.docstoc.com/docs/32866051/Bilingual-Colombia-Are-
we-ready-for-it-What-is-needed.
Chambliss, D., & Schutt, R. (2012). Making Sense of the Social World: Methods of Investigation 4th (fourth) Edition. USA: SAGE Publications, Inc.
Cooper, R. (1989). Language Planning and Social Change. Cambridge: Cambridge University Press.
Correa, D., y Usma, J. (2013). From a burocratic to a critical-sociocultural model of policymaking in Colombia. HOW A Colombian journal of teachers of English, 20, 226-242.
Creswell, J. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th edition). USA: SAGE Publications, Inc.
Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd ed.) Thousand Oaks: Sage.
Fandiño Y. (2014). Bogotá bilingüe: tensión entre política, currículo y realidad escolar. Revista Educación y Educadores, 17(2), 215-236.
Freeman, R. D. (1996). Dual-language planning at Oyster Bilingual School: “It’s much more than language”. TESOL Quarterly, 30 (3), 557-582.
Giroux, H. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis. University of Minnesota Press.
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA
22. REFERENCES
Hornberger, N., & Johnson, D. (2011). The ethnography of language policy. In T. L. McCarty (Ed.), Ethnography and language policy (pp. 273–289). New York and London: Routledge.
Kubota, R. (2004). Critical multiculturalism and second language education. In B. Norton & K. Toohey, (Eds.), Critical pedagogies and language learning (pp. 30-52). Cambridge: Cambridge University Press.
Kumar, D., & Scuderi, P. (2000). Teachers Network Leadership Institute: Opportunities for Teachers as Policy Makers. Kappa Delta Pi Record, 36(2), 61-64.
Lavon, P. (2011). Gaining global perspective: educational language policy and planning. International Journal of Bilingual Education and Bilingualism 14(6), 733-749. DOI: 10.1080/13670050.2011.579949
Levinson, B., Sutton, M., & Winstead, T. (2009). Education policy as a practice of power. Educational Policy, (23), 767–795.
Mertens, D.M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. (2nd ed.) Thousand Oaks: Sage.
Merriam, S. (2009). Qualitative research: A guide to design and implementation. USA: Jossey-Bass.
Merriam, S. (2002). Qualitative research in practice: Examples for discussion and analysis. USA: Jossey-Bass.
Ministerio de Educación Nacional. (2014). Programa Nacional de Inglés 2015-2025: Colombia very well. Bogotá: MEN.
Priestley, M., Biesta, G., & Robinson, S. (2012). Understanding Teacher Agency: The Importance of Relationships. Paper presented at Annual Meeting of the American Educational Research Association, Vancouver, 13-17 April. Retrieved from
http://www.stir.ac.uk/media/schools/education/documents/teacheragency/Teacher%20agency_AERA%20paper_final.pdf
Ricento, T., & Hornberger, N. (1996). Unpeeling the Onion: Language Planning and Policy and the ELT Professional. TESOL Quarterly, 30(3), 401-427.
Sánchez, A. & Obando, G. (2008). Is Colombia ready for "Bilingualism"? PROFILE Issues in Teachers' Professional Development, 9, 181-195.
Spolsky, B. (2009). Language Management. Cambridge: CUP.
Usma, W. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. PROFILE Issues in Teachers' Professional Development, 11, 123-141.
Villareal, A. (2005, May). Rethinking Professional Development as a Tool to Stimulate Teacher’s Decision Making Authority. Intercultural development research association newsletter, 32(5). Retrieved from http://www.idra.org/IDRA_Newsletter/May_2005_Self_-
_Renewing_Schools_Teaching_Quality/
YAMITH JOSÉ FANDIÑO PARRA – LA SALLE UNIVERSITY, BOGOTÁ, COLOMBIA