ethanporcaro/eric-fulltext-meta huggingface dataset:
Identity-Forming Discourses: A Critical Discourse Analysis on Policy Making Processes Concerning English Language Teaching in Colombia (Discursos que forjan identidades: un análisis crítico de discursos en la formulación de políticas sobre la enseñanza del inglés en Colombia)
Author: Escobar Alméciga, Wilder Yesid
Date: 2013-04-00
Type: Journal Articles
Subjects: Discourse Analysis,English (Second Language),Second Language Instruction,Second Language Learning,Power Structure,Bilingualism,Social Differences,Foreign Countries,Educational Policy,Policy Formation,Self Concept

This article addresses a critical problem about asymmetrical power relationships and uneven conditions in English language education exerted via identity shaping discourses in the document Educación: &quot;Visión 2019&quot; issued by the Colombian Ministry of National Education. The study follows the critical discourse analysis method. It characterizes discursive strategies which, in turn, unveil power structures, means of control, and subject positioning of submission and dominance inherent in three main categories: &quot;Being bilingual,&quot; &quot;being successful,&quot; and &quot;being Colombian.&quot; It concludes that discourses are being strategically employed by the Colombian Ministry of National Education to change or preserve ideologies and to widen gaps between socio-economic groups to protect the interests of only a small segment of the population.
Using the Branching Story Approach to Motivate Students' Interest in Reading
Author: Alduraby, Hanan
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Reading Instruction,Instructional Effectiveness,Decision Making,Thinking Skills,Elementary School Students,Grade 4,Student Attitudes,Positive Attitudes,Technology Uses in Education,Teaching Methods,Reading Motivation,Females,Program Implementation

This action research was to answer the pedagogical question: How effective can a branching story approach be as a motivational tool for elementary reading instruction? A branching story was created with hyperlinks built into a Powerpoint story. The young readers could interact with options at different turning points of the story, which activated the readers' curiosity, and promoted their decision making and thinking skills. The study was carried out in an all-girl school, Saudi Arabia. A class of 20 fourth-graders participated in the study. For data collection and analyses, the students were assigned into four groups based on their previous reading achievements and interests. Students' responses to comprehension questions were tabulated. The unit-end survey results were analyzed. A majority of the participating students overwhelmingly enjoyed the experience. They were motivated to achieve the project goals sooner than planned. Kinesthetic learners demonstrated their academic potentials well beyond their performance under the traditional reading instruction.
Student-Teachers' Teaching Techniques: Actors in Pupils' Extrinsic Motivation as They Speak (Técnicas de enseñanza de los docentes practicantes: actores en la motivación extrínseca de los estudiantes a la hora de hablar)
Author: Báez Dueñas, Leidy Tatiana
Date: 2013-10-00
Type: Journal Articles
Subjects: Student Teachers,Teaching Methods,Role,Student Motivation,Communicative Competence (Languages),Foreign Countries,Focus Groups,Language Teachers,Oral Language,Modern Languages,Second Language Learning,Second Language Instruction,Teacher Education Programs,Lesson Plans,Learning Activities,Qualitative Research,Preservice Teachers,Observation

This article describes a research project we carried out in order to study the role of student-teachers' teaching techniques as regards their pupils' extrinsic motivation as they partake in communicative speaking activities at a public school in Tunja, Colombia. Data were gathered by means of field notes, focus groups and student-teachers' documents. Findings revealed that student-teachers assume different roles regarding their teaching techniques depending on the stage of the class (presentation, practice, and production). The techniques, at the same time, constitute the nature of these roles. Explorers, keepers, and producers were the main roles that participants assumed when they involved their students in communicative speaking activities.
English Language Teachers' Professional Development and Identities (Identidad y desarrollo profesional de docentes de inglés)
Author: Mora, Alberto
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),Second Language Instruction,Professional Identity,Teacher Certification,Case Studies,Interviews,Data Collection,Qualitative Research,Data Analysis,Educational Policy,Teacher Empowerment,Language Teachers,Faculty Development

This article analyzes the professional development of two English language teachers in a Mexican language center. In particular, it explores the interplay between professional development, identity and agency, and the part played by English language teaching certificates in all of these. Drawing on a case study methodology, which included the use of a series of three interviews and other qualitative data collection methods, the article demonstrates the intimate and intricate connection between teachers' identities and their professional development. Education implications for policy makers and practitioners are discussed.
Unlocking Elementary Students' Perspectives of Leadership
Author: Damiani, Jonathan
Date: 2014-03-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Student Participation,Principals,Leadership Responsibility,Instructional Leadership,Barriers,Urban Schools,Suburban Schools,Rural Schools,Student Leadership,Administrator Role,Ethnography,Focus Groups,Interviews,Observation,Coding,At Risk Students,Academic Achievement,Qualitative Research

This study examines whether and how principals take their lead from students, and use student voice, to create more responsive schools, and more responsible models of leadership. I consider issues of student agency and voice within four very different elementary school settings. Further, I consider the challenges students face, and the ways principals are preparing to address these challenges. In this study I address roadblocks to responsive leadership in urban, suburban, and rural schools using a cogenerative qualitative approach that principals and students can use to create new dialogue and shared theories that are focused on improving both administrative function and the instructional programs of their schools. This approach has revealed a new shared theory which includes students in models of school leadership. Central to this theory is a call for principals to use more student-driven approaches, so that young students can be empowered as learners and leaders in their own right.
Fifth Graders' Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels
Author: Jennings, Kimberly Ann
Date: 2014-03-00
Type: Journal Articles
Subjects: Grade 5,Literature Appreciation,Student Interests,Reading Interests,Reading Comprehension,Novels,Illustrations,Cartoons,Comparative Analysis,Reading Instruction,Elementary School Students,Discussion Groups,Assignments,Rating Scales,Instructional Effectiveness,Reading Materials,Student Attitudes,Reading Achievement

The comparative effectiveness of graphic novels, heavily illustrated novels, and traditional novels as reading teaching tools has been sparsely researched. During the 2011-2012 school year, 24 mixed-ability fifth grade students chose to read six novels: two traditional novels, two highly illustrated novels and two graphic novels. Students participated in discussion groups structured with thinking skills, and completed assignments during and after reading the books. Student comprehension and enjoyment were measured by rubric-graded assignments and rating scales. The numbers of student responses during discussions per type of novel were tabulated. The graphic novel received the highest scores in all categories. The researchers conclude that graphic novels be considered an engaging and effective method of teaching reading to fifth graders.
Adapting Features from the SIOP Component: Lesson Delivery to English Lessons in a Colombian Public School (Adaptación de las características del componente de SIOP: Desarrollo de clase, en las clases de inglés en un colegio público colombiano)
Author: Rativa Murillo, Hollman Alejandro
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Teaching Methods,Native Language,Student Needs,Course Content,Action Research,Lesson Plans,Elementary School Students,Public Schools,Vocabulary Development,Check Lists,Observation,Second Language Instruction,Spanish,Language Usage

Despite some school efforts to offer students the best second language learning, English language lessons are often taught with an overuse of the mother tongue. Hence, an action research project was conducted in order to discover how to adapt some features of the Sheltered Instruction Observation Protocol (SIOP) component: Lesson delivery, for the teaching of English in sixth grade at a public school in Bogotá, Colombia. Data collection included observation checklists, field notes, surveys and artifacts. The findings demonstrated that the overuse of Spanish--the students' mother tongue--was reduced when in addition to implementing the lesson delivery component, the teacher developed vocabulary activities. Finally, it was suggested that teachers have SIOP training for teaching content and to focus more on students needs.
Role of Systematic Formative Assessment on Students' Views of Their Learning (El papel de la evaluación formativa en las percepciones de los estudiantes sobre su aprendizaje)
Author: Areiza Restrepo, Hugo Nelson
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Qualitative Research,Student Attitudes,English (Second Language),Second Language Learning,Communicative Competence (Languages),Success,Personal Autonomy,College Students,Semi Structured Interviews

This article presents a partial report of a small qualitative research study that explored the students' views of their learning during and after the implementation of formative procedures such as self-assessment, feedback, and conferences. The article also includes their perceptions about this implementation. The research was carried out with a group of students of English enrolled in an extension program of a Colombian public university. The results showed that formative assessment helped these learners to be aware of their communicative competence and to perceive the situations in which they developed this awareness; it also enabled them to experience success in their learning. Also, learners identified the purposes of this kind of assessment and perceived formative assessment as a transparent procedure.
From Drills to CLIL: The Paradigmatic and Methodological Evolution Towards the Integration of Content and Foreign Language (Desde las repeticiones en el aula hasta AICLE: la evolución paradigmática y metodológica hacia el aprendizaje integrado de contenido y lengua extranjera)
Author: Muñoz-Luna, Rosa
Date: 2014-04-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Course Content,Teaching Methods,Educational Trends,Trend Analysis,Language Teachers,English (Second Language),Higher Education,Language of Instruction,Pragmatics,Constructivism (Learning),Diachronic Linguistics,Metalinguistics,Foreign Countries

Content and language integrated learning has become a common practice in European higher education. In this paper, I aim to describe how this integrated teaching practice comes as a result of a paradigmatic and pedagogical evolution. For this purpose, the main linguistic paradigms will be revisited diachronically, followed by a revision of the main pedagogical trends in teaching English as a second language. This theoretical overview culminates in a predominantly constructivist practice that is more pragmatic and contextualized than ever before. From a language teacher's standpoint and in language university classrooms, content and language integrated learning comes to solve the forever present decontextualization.
Returnees' Identity Construction at a BA TESOL Program in Mexico (Construcción de identidad de retornados en un pregrado en enseñanza del inglés para hablantes de otras lenguas en México)
Author: Rivas Rivas, Leonardo
Date: 2013-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Qualitative Research,Self Concept,Language Teachers,Personal Narratives,Mexicans,Study Abroad,Teacher Attitudes,Teacher Education Programs,Educational Experience,Social Bias,Educational Attainment,Biculturalism,College Faculty,Autobiographies

This article has at its core the unraveling of factors that have influenced the identity of those who have been caught in between two worlds (Mexico and The United States) and whom will be called pre- and in-service returnees from now on. A qualitative approach was chosen in order to delve deep into the participants' lived experiences through narrative inquiry which in turn aided in the discovery of the elements that have influenced their identity construction. The data suggest that those same elements have been crucial in the creation of a small culture among the participants at a teacher education program in teaching English to speakers of other languages at a Mexican university.
Non-Challenging Education and Teacher Control as Factors for Marginalization of Students in Diverse Settings
Author: Wedin, Åsa
Date: 2014-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Immigrants,Poverty,Classroom Environment,Ethnography,Elementary School Students,Elementary School Teachers,Observation,Interviews,Class Activities,Low Income Groups,Educational Quality,Cognitive Development,Student Attitudes,Foreign Countries,Active Learning,Student Participation,Learner Engagement,Academic Achievement,Second Language Learning,Knowledge Level,Difficulty Level,Assignments

This article discusses teachers' attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers' attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students' own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students' influence on what took place in classrooms resulted in high level of students' engagement and high outcome.
The Investigation of Elementary Mathematics Teacher Candidates' Problem Solving Skills According to Various Variables
Author: Kaya, Deniz
Date: 2014-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Mathematics,Mathematics Teachers,Problem Solving,Mathematics Skills,Preservice Teachers,Teaching Skills,Gender Differences,Instructional Program Divisions,Family Income,Place of Residence,Geographic Location,Leisure Time,Recreational Activities,Metacognition,Foreign Countries,Surveys,Statistical Analysis,Likert Scales

The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul University in the fall term of 2012-2013. As a result of analyses, there was not a significant difference between male and female candidates' perceptions of their problem solving skills. There was a significant difference on their problem solving skills and impulsive approach to problem solving according to grades. Additionally, there was not a significant difference between their problem solving skills and their level of family income, settlement and region where they were lived before coming to the university and leisure activities. It was suggested to give weight to achievement that will leave a positive lasting impact on students' attitudes like metacognitive skills, for the reason that students' impulsive approach to the problems.
Teaching Language Minority Students in Los Angeles and Oslo--A Metropolitan Perspective nr 1
Author: Kerchner, Charles Taylor
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Metropolitan Areas,Immigrants,Language Minorities,Public Schools,Urban Schools,English Language Learners,Politics of Education,Achievement Gap,Hispanic American Students,Bilingual Education,English Only Movement,Reading Instruction,Educational Policy,Testing,Accountability,Civil Rights,African American Students,White Students

Receiving, accommodation and education of children with immigrant background is one of the challenging issues in almost all the metropolitan areas in many countries. In our study we are exploring the impact of demographic changes on political agendas, legal frames, educational approaches, research findings and student achievement in the field of education of linguistic minorities in Los Angeles, USA and Oslo, Norway. Although there are significant historical and socio economical differences between Los Angeles and Oslo, many of the educational challenges facing the educational policy makers and the linguistic minority students are quite similar.
Using Drawings to Bridge the Transition from Student to Future Teacher of Mathematics
Author: Lee, Ji-Eun
Date: 2014-03-00
Type: Journal Articles
Subjects: Transitional Programs,Freehand Drawing,Reflection,Student Experience,Influences,Preservice Teacher Education,College Mathematics,Negative Attitudes,Art Expression,Learning Experience,Student Teacher Attitudes,Transcripts (Written Records),Teaching Methods,Anxiety,Beliefs,Participant Satisfaction,Positive Attitudes

This study examines a group of prospective teachers' reflections upon the way they were taught (Set 1) and the way they want to teach (Set 2) through drawings which respectively describe their past learning experiences as students and their future plans as teachers. The purpose of this study is to identify: (a) the emerging themes that appear in each set of drawing data, (b) the possible factors that influence prospective teachers' drawings, and (c) the implications for mathematics teacher educators. Overall, prospective teachers showed predominantly negative or mixed feelings about their past experiences as mathematics students. In response to their own past negative experiences and struggles, the prospective teachers tended to highlight emotionally supportive classroom environment and versatile instructional teaching strategies in their future plans. This study suggests that this activity of reflecting past experience and planning future teaching assimilates prospective teachers' identities as math students and math teachers and provides a window into the thinking of others.
Science Education Research vs. Physics Education Research: A Structural Comparison
Author: Akarsu, Bayram
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Instruction,Educational Research,Physics,Science Teachers,Research Design,Research Methodology,Trend Analysis

The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and trends (e.g. current research ideas) within PER.
Encouraging Students to Enhance Their Listening Performance (Cómo animar a los estudiantes para que mejoren su desempeño en comprensión oral por sí mismos)
Author: Hernández-Ocampo, Sonia Patricia
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Spanish Speaking,English,English (Second Language),Listening Comprehension,Listening Comprehension Tests,Preservice Teachers,Audio Equipment,Audiolingual Methods,Critical Thinking,Decision Making,Improvement,Teacher Role,Second Language Instruction,Independent Study,Peer Evaluation,Student Surveys

Spanish-speaking students constantly complain about the difficulty they have comprehending spoken English. It seems teachers do not often provide them with strategies to alleviate that. This article reports on a pedagogical experience carried out at a Colombian university to help pre-service teachers at an intermediate level of English to improve their aural comprehension. The students were given the task of designing listening activities to be worked on as micro-teaching sessions and were asked to describe their experience by answering a survey. The results showed that students developed the ability to think critically since they needed to make the best decisions regarding the audio level and the design of the activities. They also appeared to have become more autonomous as they realized they could be responsible for their improvement in listening. Additionally, there were evident changes in the teachers' roles.
Language Policy and the Manufacturing of Consent for Foreign Intervention in Colombia (La política lingüística y la fabricación del consentimiento para la intervención extranjera en Colombia)
Author: Valencia, Marlon
Date: 2013-04-00
Type: Journal Articles
Subjects: Language Planning,Manufacturing,Foreign Countries,Bilingualism,Program Descriptions,International Trade,Cultural Context,Intervention,Public Education,Educational Objectives,Corporations,News Reporting,Cultural Capital,Spanish,English (Second Language),Second Language Learning

The present paper provides a critical analysis of Colombia's National Program of Bilingualism focusing on the ideologies behind it, how it facilitates the manufacturing of Colombian citizens' consent for foreign intervention through free trade agreements, and the progressive dismantling of public education. The program is analyzed with a critical language policy lens that brings into consideration the historical and socio-political factors of the Colombian context. For this purpose, several news articles, policy documents, and academic essays are discussed. Connections are made between this language policy, the interests of transnational companies, and how this policy helps portray the Colombian public education system as inadequate to fulfill the government's educational goals.