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… 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 …
… 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 …
… 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 …
… 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 …
… Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective. Teachers and Teaching, 9(3), 213-238. https://doi.org/10.1080/13540600309378 Chapter 5. English Language Teachers ́ Critical Identities Óscar Fernando …
… the methodological uncertainties that Jeisson Méndez-Lara (Chapter 2, this volume) and Óscar Fernando Abella-Peña (Chapter 3, this volume) ex- plore in their doctoral research studies. Carmen Helena Guerrero-Nieto recounts Harold Castañeda-Peña 14 … the methodological uncertainties that Jeisson Méndez-Lara (Chapter 2, this volume) and Óscar Fernando Abella-Peña (Chapter 3, this volume) ex- plore in their doctoral research studies. Carmen Helena Guerrero-Nieto recounts Harold Castañeda-Peña 14 …