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… The reason behind setting technological (stations 1 and 2) and non- technological instructional resources (stations 3 and 4) was to demonstrate how content can be flipped in different ways. Implementation stage Organizing the stations in the … the Language Classroom. Springer, Singapore. Ramírez, M. & Buitrago, C. (2018). The In-class Flip. In Flipped Learning 3.0 Level - II Certification. Retrieved from http://flglobal.org/certificationlevel2/ Stein, D. (1998). Situated Learning in Adult Education. Retrieved from http://www. ericdigests.org/1998-3/adult-education.html Woodward, T. (1988). Loop-Input: A New Strategy for Trainers. System, 16(1), 23-28. Woodward, T. …
… but as a performative practice of construction of the selves and their vindications, as depicted in Figures 9.2 and 9.3 (Beltrán, 2016b). Palabrear is, thus, an alternative to the monological and colonizing standards used as frameworks in the … live, as well as coexistence of multiple universes of thought on the same planet, and respect to the pluriverse (Figure 9.3) and the relational interaction with the earth for the benefit of all (Beltrán, 2016a). Figure 9.2 Palabrear as the … the other in a re-enactment of colonialism. This objectification would be a brazen act of epistemic violence. Figure 9.3 Palabrear as the Act of a Collective Weaving of Meaning It is essential to resort to self-reflection on the issue of …
… 53 Én fa si s Chapter 3 Problematizing Local English Immersion Programs: Unpacking their Training Mechanisms Jair Ayala Zarate Abstract Colombian … on communicative functions; 2. a focus on meaningful tasks rather than on language (e.g., grammar or vocabulary study); 3. efforts to make tasks and language relevant to a target group of learners through an analysis of genuine, realistic … standard (see Ayala & Alvarez, 2005) (Common European Framework of Reference) demonstrating a B1 level or lower. 3. Teachers who do not teach English, but require a knowledge of English for other subjects they teach. 4. Teachers who work …
… Research 4. California: Sage. López-Gopar, M. (2014). Teaching English Critically to Mexican children. ELT Journal (68)3, pp. 310-320. doi:10.1093/elt/ccu017 López-Gopar, M. (2016). Decolonizing Primary English Language Teaching. Bristol, UK: … Oxford: Oxford University Press. Rajagopalan, K. (1999). Of EFL Teachers, Conscience, and Cowardice. ELT Journal (53)3, pp. 200-206. Ray, P. (1965). Review of the National Language Question: Linguistic Problems of Newly Independent States. …
… Bogotá: Ediciones Unisalle. Macedo, D. (2000). The Colonialism of the English Only Movement. Educational Researcher, 29(3), 15-24. Macías, D. F. (2010). Considering New Perspectives in ELT in Colombia: From EFL to ELF. HOW Journal, 17, 181-194. …
… not something which is done once and leads nowhere’ (p. 459). In relation to the conative component, in figures 2 and 3, there are some questions about the study that were mentioned before, and a list of the observed teachers´ perceptions of … global cultural dynamics and the knowledge economy.” One of the methods for improvement are Peer Observations. (2014). 3. The final one is “EFMMa Teacher Training and Teacher of Teachers”, a joint effort of the British Council and Colombian … (pp. 50-69). Farrell, T. S. C. (2011). Keeping SCORE: Reflective Practice Through Classroom Observations. RELC Journal, 42(3), 265- 272. ELT LOCAL RESEARCH AGENDAS II 49 Én fa si s Foucault, M. (1977). Discipline and punish: the birth of the …
… Y, en cuanto a los procesos educativos, esta misma entidad sostie- ne que “las tasas de analfabetismo más altas son: Usme (3,6 %), Ciudad Bolívar (2,9 %) y San Cristóbal (2,8 %)” (p. 83). Según un estudio del Hospital de Usme (2016), los tipos de … Y, en cuanto a los procesos educativos, esta misma entidad sostie- ne que “las tasas de analfabetismo más altas son: Usme (3,6 %), Ciudad Bolívar (2,9 %) y San Cristóbal (2,8 %)” (p. 83). Según un estudio del Hospital de Usme (2016), los tipos de …
… experiences of emancipation, of vulnerability and of hiding. These experiences are shaped by a contextual framework (Level 3) with specific characteristics such as normative discourses, interactions, etc. This model therefore shows that there are …
… Colombia, the decision of what needs to be learned in ELTEPs was made more explicit by the Resolution 2041 from February 3, 2016 from the Ministry of Education that establishes a set of characteristics the ELTEPs in Colombia should meet. These … will be strictly monitored and that the breach of the same will entail the closure of the programs (art. 12. 1.3 1.4. MEN, 2016). This resolution unifies, universalizes teaching and makes not only the teacher educators, but also the … that can be presented or managed by others; whereas development is something that can be done only by and for oneself” (p. 3). This author also affirms that the professional models of education that have appeared are the craft model, the applied …