ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges of Bilingualism in Higher Education: The Experience of the Languages Department at the Universidad Central in Bogotá, Colombia
Author: Granados Beltrán, Carlo
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Bilingual Education Programs,Higher Education,Universities,College Second Language Programs,Departments,Educational Quality,Educational Indicators,Accreditation (Institutions),Language Teachers,College Faculty,Teacher Education,Curriculum Development,Interdisciplinary Approach,Student Evaluation,Performance Based Assessment,Outreach Programs

Many of the actions of Colombia's National Programme for the Development of Foreign Languages (Programa Nacional de Desarrollo de Lenguas Extranjeras--PNDLE) have been carried out in elementary and secondary education, but there is not much information about its impact in institutions of higher education. The aim of this article is to present the initiatives taken as well as the challenges faced by the Languages Department in order to foster bilingualism at &quot;Universidad Central&quot; in Bogota, Colombia. To explain the reasons behind these initiatives, quality indicators for successful bilingual programs were used and the situation at the university in comparison to the indicators is described. It is concluded that the endeavour of graduating bilingual students will not be easy to achieve unless institutions incorporate models of bilingual education as indicators for accreditation and support the labours of languages departments.
Assisting Your Child's Learning in L2 Is Like Teaching Them to Ride a Bike: A Study on Parental Involvement
Author: Castillo, Rigoberto
Date: 2013-11-00
Type: Journal Articles
Subjects: Second Language Learning,Parent Participation,English (Second Language),Parent Role,Observation,Interviews,Web Sites,Parents as Teachers,Parent Education,Parent Child Relationship,Elementary School Students,Foreign Countries,Questionnaires,Homework,Parent Attitudes,Teacher Attitudes,Parent Teacher Cooperation,Communication Strategies,Action Research

This article deals with parental involvement as a strategy to assist young learners in their efforts to learn an L2. It discusses an 18-month experience involving ten young learners, their parents, and teachers, in the development of another language (L2). The parents had expressed that they were unable to support their children's development in L2 because they &quot;did not know English.&quot; Classroom observations, analysis of class work, and interviews motivated the authors to pursue this inquiry. The pedagogical innovation consisted of educating parents in what it means to learn an L2, and in training them and their children to tackle assignments. A website was also developed to support this endeavor. The results suggest a positive change in the home environment as a place to learn with parental engagement. The data from this study suggest that training the parents not only facilitated children's L2 study but contributed to their literacy development as well. The evidence also indicates that the quality of communication between children and parents, the organization of assignments, as well as the quality of written expression improved. When assisting one's child to learn an L2, fun is as important as it is in learning to ride a bike.
Pre-Service Teachers' Beliefs about the Roles of Thesis Supervisors: A Case Study
Author: Tapia Carlín, Rebeca Elena
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Beliefs,Theses,Supervisors,Supervisor Supervisee Relationship,Undergraduate Students,Bachelors Degrees,Public Colleges,Case Studies,Role Perception,Feedback (Response),Diaries

Trainee beliefs about the roles of thesis supervisors can exert an important influence on timely and successful completion of theses. This research article explores pre-service teacher beliefs about the roles of thesis supervisors through the analysis of their learning diaries. The aim of this study is to identify ways to improve supervisory practices in order to facilitate timely theses completion. Findings reveal that participants believe that the supervisor should motivate trainees to write their thesis, help them to select a promising topic, and provide advice on the research design, data collection and data analysis. In sum, candidates expect guidance in the writing of the entire thesis. The data also suggest that shaping students' beliefs can improve the timely and successful completion of their theses and as a result improve graduation rate.
Identifying Training Needs of Novice Online English Language Tutors
Author: Rodriguez Buitrago, Carolina
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Blended Learning,English (Second Language),English Instruction,English Teachers,Novices,Tutors,Tutor Training,Needs Assessment,Online Courses,Web Based Instruction,Competency Based Education,Questionnaires,Teacher Attitudes

Online and blended learning are of growing interest in the English language learning community. In Colombia, national initiatives and policies promote online educational programs and online English courses specifically. As a result, new online tutors are constantly needed for new programs and courses offered by institutions as well as by private companies and public agencies. This article focuses on training as a way to prepare teachers to become online tutors who can support online and blended language learning processes. The study presents a needs analysis strategy, using a questionnaire to collect data on teachers' perceived needs regarding training to become online English tutors. The results of the study suggest that novice e-tutor trainees need to become familiar with the specifics of online language learning platforms, and also require training on the necessary tutor competencies and skills. The findings argue for continued training on e-moderating.
Understanding the Interconnectedness between Language Choices, Cultural Identity Construction and School Practices in the Life of a Latina Educator
Author: Mercuri, Sandra Patricia
Date: 2012-11-00
Type: Journal Articles
Subjects: Qualitative Research,Minority Groups,Self Concept,Second Language Learning,English (Second Language),Cultural Background,Language Usage,Professional Identity,Educational Practices,Correlation,Bilingualism,Social Structure,Interviews,Language Attitudes,Minority Group Teachers,Language Skill Attrition,Cultural Capital,Social Capital,Literacy,Faculty Development,Researchers,Spanish,Educational Policy,Educational Experience,Teacher Attitudes,Cultural Maintenance,Family Environment,Personal Narratives,Bilingual Teachers,Teacher Aides,Mexican Americans

This qualitative research looks at the effects that language choices and cultural practices have on identity development in the education of minority students in the United States. It examines the educational journey of Irma, a Latina educator. Through the analysis of interviews with the participant, this paper intends to show the effects of language ideologies on her cultural identity and literacy development. The interviews with this Latina educator exemplify how language, cultural identity, and loss change one's life. They also exemplify the constant struggle of many minority educators working with second language learners of English who have lost and later regained their heritage language and now understand the importance of defining and strengthening their inherent cultural identity. In re-establishing her personal and professional identity, Irma contributes to the process of breaking the vicious cycle of cultural deprivation and reproduction of the social structure that has put speakers of a language other than English at a disadvantage in life and in society. In adulthood, Irma continues to re-construct her cultural identity, re-define her bilingual position in society, and re-gain her sense of self.
Academic Writing and Grammatical Accuracy: The Role of Corrective Feedback
Author: Baleghizadeh, Sasan
Date: 2012-11-00
Type: Journal Articles
Subjects: Academic Discourse,Error Correction,Accuracy,Feedback (Response),Writing Improvement,Second Language Learning,Teacher Student Relationship,English (Second Language),Writing Instruction,Graduate Students,Second Language Instruction,Teacher Education,Language Teachers,Foreign Countries,Pretests Posttests

Investigations into the effect of providing corrective feedback on L2 writing have often produced contradictory results. This study, following a line of research concerned with the role of corrective feedback in writing, contributes to this line of research by analyzing different feedback types in an EFL academic writing context. 45 graduate university students enrolled in an academic writing course were provided with different types of feedback (direct feedback; student-teacher conference; no corrective feedback) over a course of 12 weeks (24 sessions). The study found significant immediate and delayed effects for the student-teacher conference type of feedback on students' overall accuracy improvement. It is suggested that improvements in writing accuracy could at least in one respect be attributed to the type of feedback provided.
Reflections on the Process of Bilingual Education in Latin America: A Perspective from Globalization
Author: Joya, Magdalena
Date: 2013-11-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Global Approach,English,Spanish,Inclusion,Second Language Instruction,Competition,Ethnocentrism,Public Policy,Educational Policy

This paper intends to explain how education can be understood as a process that involves the transmission of culture, knowledge, manners and values; meanwhile, globalization implies an evolving process of constructing a global system of languages. In this way, the relationship between the educational and economic systems can become stronger through processes of bilingual education. In Latin America, bilingualism has its origins in European colonization and has acquired power because of the wide range of opportunities that communication in the contemporary world can offer. Therefore, it has prioritized the necessity of raising the levels of undergraduate and post graduate education. The spread of English within the bilingual model as a possibility for the development of Latin American countries does not constitute a very clear perspective in the sense of guaranteeing the inclusion of the entire population. Indeed, a bilingual model with an ethnocentric tendency has prevailed, which favors the English speaking culture as the model to follow. This perspective opens the possibility to reflect on the use of English as a common framework of reference. It means the construction of multicultural and plurilingual spaces which are able to favor the inclusion and innovation of sectors related to transnational markets.
Podcasting: A Preliminary Classroom Study
Author: Aristizabal, Alexander
Date: 2009-11-00
Type: Journal Articles
Subjects: Information Dissemination,Handheld Devices,Audio Equipment,Educational Technology,Teaching Methods,Qualitative Research,Measures (Individuals),Interviews,Chemistry,Institutes (Training Programs),High School Students,Secondary School Science

Podcasting is a term introduced through the use of Apple Computer, Inc.'s iPod, a term which denotes how a portable audio player can be used to download audio files, mostly MP3s, and be heard at the user's convenience. Initially such an operation was intended for entertainment; however, it has proven itself to be an important tool in the field of education as well. The research at hand constitutes a preliminary study for exploring the educational potential of podcasting and for presenting the basic technical and pedagogical skills needed for its implementation. This qualitative research uses as its instruments direct observation and informal interviews of students. The project was carried out with 25 students who were looking at a chemistry unit on aromatic compounds and it included the use of four podcasts. Even though the current study is taken from a science class, the applications of this technology can be useful in other subjects, particularly languages and social sciences.
Spanish-English Writing Structure Interferences in Second Language Learners
Author: López Urdaneta, Julio Lorenzo
Date: 2011-11-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Spanish,Native Language,Writing Processes,Writing (Composition),Transfer of Training,Assignments,College Students,Form Classes (Languages),Verbs,Interference (Language),Associative Learning,Language Role,Foreign Countries,Qualitative Research,Interviews,Student Attitudes,Intervention

Previous studies have drawn some results concerning the way in which second language (L2) students use their first language (L1) when producing texts in their L2. Therefore, this study examines the influence L1 written structure has on L2 written structure when students are asked to carry out assignments in the L2. To answer this question, twenty four students of the first semester at UNICA University were asked to write some papers in English during the semester. The results of this study indicated that the influence of L1 (Spanish) can definitely hinder the writing processes in L2. In addition, four basic mistakes in student papers were found to be a direct influence from L1 to L2 writing: word order, missing the verb &quot;be&quot;, implicit subject, and the incorrect use of the article &quot;the.&quot; Those mistakes emerged mostly due to the influence of their native language and also the lack of knowledge about the second language.
Using Graphic Organizers as a Tool for the Development of Scientific Language
Author: Mercuri, Sandra P.
Date: 2010-11-00
Type: Journal Articles
Subjects: Instructional Materials,Visual Aids,Teaching Methods,Elementary School Teachers,Interviews,Knowledge Level,Vocabulary,Science Instruction,Elementary School Science,Bilingual Students,Case Studies,English Language Learners,Observation,Audio Equipment,Interaction,Documentation,Second Language Learning,English for Science and Technology,Thinking Skills

This observational study examines the effectiveness of graphic organizers two elementary teachers in California, United States use to teach the content and the academic language of science. The study was done during the 2006-2007 school year. The data was collected through field-notes and the audio recording of instructional activities, and they were clarified through interviews with the teachers. The cross-case analysis (Borman, Clarke, Cotner, &amp; Lee, 2006) of the two teachers' teaching practices makes clear the different ways in which the teachers' use of graphic organizers supported both the development of content knowledge and language development in science education.
Preparing Bilingual Teachers for the Future: Developing Culture and Linguistic Global Competence
Author: Alfaro, Cristina
Date: 2008-11-00
Type: Journal Articles
Subjects: Bilingual Teachers,Teacher Competencies,Student Diversity,Public Schools,Teacher Education,Global Approach,Study Abroad,Transformative Learning,International Programs,Program Effectiveness,Student Experience,Experiential Learning,Spanish,Demography,Models,Cultural Awareness,Foreign Countries,Context Effect,Teacher Education Programs

Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic backgrounds into the United States' public schools. The goal of this article is not to debate whether it is important to address diversity in the public schools. Instead, the goal is to help teacher educators think about diversity in a global and integrative manner by providing important and valuable perspectives about the internalization of teacher education.
Education &amp; Public Policy in Bogotá: Guarding the Public Interest
Author: Parra, Juan David
Date: 2009-11-00
Type: Journal Articles
Subjects: Public Policy,Educational Planning,Foreign Countries,High School Graduates,Employment Potential,Educational Quality,Economic Progress,Educational Policy

High school education appears to be a key variable for the economic prosperity of Bogotá. However, the lack of consideration of quality as a necessary standard for education in the city threatens its potential to positively affect social welfare. One of the main problems emerges from an imprecise conception of education as a public good, which is condensed in its public policy planning. Therefore, the appliance of more progressive proposals can help combine the virtues of market forces and the state's regulatory power. This article discusses the following: (1) A brief theoretical debate about the economic conception of public goods; (2) Bogotá's educational panorama with an emphasis on high-school education; and (3) An outline of a proposal towards a more efficient policy planning for the educational system in the city of Bogotá.
Content and Language Integrated Learning (CLIL): Considerations in the Colombian Context
Author: Rodriguez Bonces, Jaisson
Date: 2012-11-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Course Content,Foreign Countries,Cultural Context,Educational Change,Educational Innovation,Global Approach,English (Second Language),Language of Instruction

The present article seeks to encourage reflection on the characteristics and considerations when implementing Content and Language Integrated Learning (CLIL) in a diverse context such as the Colombian one. Initially, the general aspects of an innovative and changing education in a globalized world are presented by stating the need to innovate. Secondly, Content and Language Integrated Learning is defined along its implications by critically addressing CLIL dimensions. Lastly, the article offers a broad view about the inclusion of CLIL in the Colombian context. In general, the article presents the implications about the use of CLIL, specifically its dimensions and influence in Colombia.
Bilingual and ESL Pre-Service Teachers Learn about Effective Instruction for ELLs through Meaningful Collaboration
Author: Rodríguez, Alma D.
Date: 2013-11-00
Type: Journal Articles
Subjects: Language Teachers,Bilingual Teachers,Teacher Collaboration,Self Concept,Teacher Education Programs,Reflection,Preservice Teachers,English (Second Language),Second Language Learning,Faculty Development,Instructional Effectiveness,Educational Practices,Essays,Service Learning,Units of Study,Second Language Instruction,Student Attitudes,Linguistic Input,Language Skills,Interpersonal Relationship,Hispanic American Students,Institutional Characteristics

This article presents the results of a study conducted to identify the perceptions of bilingual and ESL pre-service teachers regarding the integration of a collaborative service learning project in a key course of their teacher preparation program. Pre-, process, and final reflective essays were written by participants as they engaged in the development of an ESL unit to teach language through content to ELLs. The analysis of participants' reflections revealed that preservice teachers connect the learning they acquire in their teacher education program with their life experiences, which contributes to their identity formation as prospective teachers of ELLs. In addition, participants discovered the value of collaboration in their professional development as they applied and articulated effective practices in the instruction of ELLs. The integration of meaningful collaborative projects and reflective exercises in teacher education programs is suggested.
Marching on a Long Road: A Review of the Effectiveness of the Mother-Tongue Education Policy in Post-Colonial Hong Kong
Author: Li, Vickie W. K.
Date: 2010-11-00
Type: Journal Articles
Subjects: Native Language,Educational Policy,Policy Analysis,English (Second Language),Second Language Learning,Content Analysis,Academic Achievement,Foreign Countries,Language of Instruction,Secondary School Students,Exit Examinations,Chinese

This paper reports a study of the effectiveness of the mandatory mother-tongue education policy in post-colonial Hong Kong. Special attention has been placed on students' academic achievement before and after the policy implementation in 1998 in order to find out if students learn better through their mother tongue without sacrificing their knowledge of the English language. A content analysis has been conducted on the relevant policy documents, and students' public examination results have been gathered to serve as a policy-effectiveness indicator. Findings reveal that mother-tongue education is beneficial to students' learning in some subjects, especially the language-intensive ones. However, students' performance in English learning has been adversely affected by the policy. We end with suggestions in response to the recently announced fine-tuning arrangements of the mother-tongue education policy.
The SIOP Model: Transforming the Experiences of College Professors. Part I. Lesson Planning, Building Background, and Comprehensible Input
Author: Salcedo, Diana M.
Date: 2010-11-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Teaching Methods,College Faculty,Foreign Countries,Bilingual Teachers,Teacher Education,Teaching Experience,Lesson Plans,Course Content,English (Second Language),Second Language Instruction,Linguistic Input,Linguistic Theory

This article, the first of two, presents the introduction, context, and analysis of professor experiences in an on-going research project for implementing a new educational model in a bilingual teacher's college in Bogotá, Colombia. The model, the sheltered instruction observation protocol (SIOP) promotes eight components for a bilingual education program. These components will be analyzed to discern what educators found to be easy or challenging in their classroom teaching practice.
Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language
Author: Martínez, Angélica María Martínez
Date: 2011-11-00
Type: Journal Articles
Subjects: Phonics,English (Second Language),Second Language Instruction,Individualized Instruction,Reading Comprehension,Spelling,Vocabulary Development,Nouns,Writing Improvement,Elementary School Students,Primary Education,Bilingual Schools,Private Schools,Catholic Schools,Foreign Countries,Action Research,Verbs,Educational Benefits,Grade 2,Interviews,Surveys,Observation

Explicit systematic phonics instruction is more effective for native English-speaking children learning to read and write than non explicit phonics instruction (National Institute of Child Health and Human Development, 2000). This study goes beyond native speakers, and explores the effects that systematic and explicit phonics instruction has on young students learning English as a Foreign Language (EFL). Moreover, phonics instruction for EFL students was differentiated: the instructional time, instructional sequence and phonics vocabulary were adapted to meet EFL students' needs. The findings show that, not only does explicit and differentiated phonics instruction have a positive effect for EFL learners in reading comprehension, but also that the differentiation of it has a considerable impact on EFL students literacy skills in general.