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… and criticism. As such, I will recall my experience as an Observer, recruited and trained by a well-recognized institution for one of the activities of the National Bilingual Program. This study deals with the systems of reasoning, power-knowledge … I set out to explore the decolonial option 5 in order to problematize classroom observation practices and their utility for normalizing English teaching, teachers and even Observers in an English as a Foreign Language Program. … classroom observations. ELT journal, 43(2), 85-91. Wright, H. F. (1960). Observational child study. In P. H. Mussen (Ed.), Handbook of research methods in child development (pp. 71-139). Wiley. Zaare, M. (2013) An investigation into the effect of …
… Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking Referencia HOW, Vol. 28, Núm. 3 Titulo Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking Autor(es) Carmen Helena Guerrero Nieto y Álvaro Hernán Quintero Titulo de la Revista …
… narratives, generating thematic categories and epistemic positioning of teachers’ conceptions. The results indicate that, for those teachers, teaching Western science to students from traditional communities is important for the expansion of their knowledge and their active participation in different sociocultural environments, through methods … with the first two being the most emphasized. This reveals a dilemma between what they conceive as goals and links for science education, and what they practice as teachers, which is possibly influenced by school pedagogy provided by public …
… específico de la Educación del profesor de Matemáticas, este hecho se reporta en el cuarto volumen del The International Handbook of Mathematics Teacher Education (Jaworski & Wood, 2008), dedicado, como su título lo indica, a reportar desarrollos … Challenging the Myths. Michigan State University. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. doi:10.1177/0022487108324554 Cadavid, L. y … 15th ICMI Study. Springer. Fennema, E. & Franke, L. M. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147–164). New York, NY: Macmillan. García, M., Sánchez, V. & …
… was prompted by Juan, after a French teacher –assuming he was making a morphological mistake– changed the term “boyfriend” for “girlfriend” when Juan was speaking to the class, thus ignoring the sexual diversity of her students. We wanted to go … of teacher-trainees at universities to determine whether this behavior was persistent and what lessons students learn for their future teaching practices. (...) … Spanish as an L2 and queer theory within the framework of applied linguistics. 19 This chapter draws on our thesis for the B.Ed. in Languages at the Pontificia Universidad Javeriana (Colombia) in 2016, “Exponerse es heavy”: Experiencias …
… de Caldas ISBN 978-958-787-289-7 Paginas 103-114 Año 2021 During the past five years, there has been a notable concern for decolonial studies in the Doctorado Interinstitucional en Educación program and the experiences of the students doing the major in ELT EDUCATION15. The interest in these studies raises new questions for colonial situations, which are currently reflected, it seems, in the study of Applied Linguistics in ELT in Colombia, or at least in Bogotá, as a city-region, a development that may give investigators of ELT food for thought. Personally, I very much appreciate these concerns, since they stimulate those who are engaged in the discipline. …
… specific context. The VNOS-C form presents more open-ended questions in a specific context and may be of greater interest for research in some populations. Explicit and implicit questions are also identified. The VNOS-D + form has more open-ended … aspects characterize in each VNOS form. 3. Group open-ended questions by characterized NOS aspects, which is of interest for research focused on a particular NOS aspect. 4. Finally, the possibility of characterizing views on “scientific methods” … evaluations of the impact of different teaching strategies and to relate NOS with other constructs, which together allow for the development of skills for informed socioscientific decision-making in the population in general. …
… 2 Paginas 203–212 Año 2021 This article describes some insights gained as a result of a pedagogical experience designed for Colombian ELT teachers with the objective of raising gender awareness in their teaching practices. Such experience … university. During the implementation of this course there were important reflections and insights that could be used for other English language teachers who are interested in adopting a gender view within their teaching practices. This … This article describes some insights gained as a result of a pedagogical experience designed for Colombian ELT teachers with the objective of raising gender awareness in their teaching practices. Such experience …
… Carolina Camacho, draw on literary analysis and sociolinguistics to discuss how the concept of gender can impact language for women and men. … Carolina Camacho, draw on literary analysis and sociolinguistics to discuss how the concept of gender can impact language for women and men. The fifth and sixth chapters, “Identidades sexuales y de género dentro de la enseñanza-aprendizaje de … and citizenship education”, by Diana Marcela Herrera, take up questions related to a series of EFL Colombian textbooks for primary school students from a critical discourse perspective, with a view to understanding how children and their rights …
… not as mere objects who need to be protected. With that in mind, I decided to analyze a series of Colombian textbooks for teaching English to primary school students from a critical discourse analysis perspective (Van Dijk, 1993) in order to … that intends to homogenize. Judging by the activities and illustrations in the textbooks, there are limited opportunities for children to actively participate in society. The textbooks employ three discourses. The first, which deals with gender … and becoming active citizens (Pineda et al., 2009), yet the activities in the textbooks offered few opportunities for them to participate in society beyond providing referential information. The third, which uses short stories, examines …