ethanporcaro/eric-fulltext-meta huggingface dataset:
Education for Bilingualism: Connecting Spanish and English from the Curriculum, into the Classroom, and Beyond (Educación para el bilingüismo: español e inglés conectados desde el currículo hasta el salón de clase, y más allá)
Author: Ordóñez, Claudia Lucía
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Bilingualism,Language Teachers,Spanish,English,Private Schools,Curriculum Design,Constructivism (Learning),Curriculum Implementation,Educational Change,Outcomes of Education,Qualitative Research,Observation,Interviews,Semi Structured Interviews

I present here the results of a qualitative research study on the impact of a curriculum that connects learning events in Spanish and English in authentic communicative performances during its first year of use in a private school in a medium-size Colombian city. I did discourse analysis of interviews with participating teachers and class observations including small in-situ interviews with teachers and students. They revealed positive changes in the language learning environments of the school, the teachers' ideas about language and language learning, and the students' communicative skills and ways of learning. I use these results to introduce the concept of &quot;education for bilingualism&quot; to replace that of &quot;bilingual education&quot; we use in Colombia. I find the practices of the latter ineffective in our mostly monolingual context.
Teaching EFL Academic Writing in Colombia: Reflections in Contrastive Rhetoric (La enseñanza de escritura académica en Colombia: reflexiones en retórica contrastiva)
Author: Gómez, Juan D.
Date: 2011-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Writing (Composition),Foreign Countries,Advanced Students,Cultural Influences,Contrastive Linguistics,Language Teachers,Preservice Teacher Education,Writing Instruction,Teaching Methods,College Faculty,Teacher Attitudes

This essay relates observations to the reasons that advanced students of English as a foreign language in Colombia struggle with English composition. It identifies some cultural, academic, and disciplinary influences that may obfuscate their assimilation of the conventions of written English. It concludes by proposing that the teaching of context awareness would help said students in their writing of academic texts in English.
Teachers' Perceptions about Oral Corrective Feedback and Their Practice in EFL Classrooms (Percepciones de los docentes acerca de la retroalimentación correctiva y su práctica en las aulas de inglés como lengua extranjera)
Author: Hernández Méndez, Edith
Date: 2012-10-00
Type: Journal Articles
Subjects: Language Teachers,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Error Correction,Feedback (Response),Student Attitudes,Oral Language,Foreign Countries,Semi Structured Interviews,Questionnaires,College Faculty,College Students,Teacher Attitudes,Cues,Metalinguistics,Nonverbal Communication,Role,Preferences

Corrective feedback has been discussed mainly in second language acquisition contexts, but less has been done concerning corrective feedback in foreign language settings. In this descriptive study, conducted at a Mexican university, our aims were to identify the perceptions of instructors of English as a foreign language about corrective feedback and its actual practice in their classrooms. A semi-structured interview and a questionnaire were used to collect the data. The results show that teachers in general have a positive perception of oral corrective feedback. However, some consider it as optional because instructors are very concerned with students' feelings and emotions. Unfocused oral corrective feedback and implicit strategies are predominant in practice. Corrective feedback provided by the instructor is preferred to that provided by peers. Self-correction is the least popular.
Opportunity to Teach and Learn Standards: Colombian Teachers' Perspectives (Estándares de oportunidad para la enseñanza y el aprendizaje: perspectivas de profesores colombianos)
Author: Cárdenas Ramos, Rosalba
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Teacher Attitudes,English (Second Language),Academic Standards,Educational Opportunities,Institutional Characteristics,Teaching Conditions

The aim of this article is to present the outcomes of an exploration of in-service teachers' perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia) and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers' perspectives about the topic were explored in terms of three aspects: general considerations that underlie opportunities to learn; standards and conditions in educational institutions (work aspects) and other institutional factors such as human and material resources.
From Awareness to Cultural Agency: EFL Colombian Student Teachers' Travelling Abroad Experiences (De la concientización a la agencia cultural: las experiencias en el extranjero de futuros profesores de inglés)
Author: Viafara González, John Jairo
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Student Teachers,Language Teachers,Study Abroad,Surveys,Interviews,Cultural Awareness,Preservice Teachers,Curriculum,College Faculty,State Universities,Student Teacher Attitudes,Qualitative Research,Case Studies,Travel,Work Experience,Child Care,Ethnocentrism,Employment Opportunities,Intercultural Communication,Student Attitudes,Transformative Learning

Colombian English as a foreign language student teachers' opportunities to grow as educators through international sojourns do not usually subsume the traditional study and residence abroad goal. This was the case for our participants who engaged mainly in working abroad with study being ancillary. Fifty student teachers from two public universities reported how their international sojourn bolstered their intercultural learning. Three different programs, disconnected from participants' academic institutions, became vehicles for their experiences abroad. Surveys and interviews reveal that participants' origin, selected programs, and contextual circumstances influenced their intercultural learning. As a result, intercultural development gravitated towards awareness of intercultural patterns, critical reading of culture, and pre-service teachers' repositioning to build cultural agency. Implications suggest the need to connect traveling abroad programs to undergraduate curricula.
Watching Teacher Candidates Watch Themselves: Reflections on a Practicum Program in Turkey (Observación de candidatos a profesores que se observan a sí mismos: reflexiones sobre un programa de práctica docente en Turquía)
Author: Akcan, Sumru
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Supervision,Video Technology,Practicums,Reflection,Language Teachers,Teaching Skills,Supervisors,College Faculty,Student Attitudes,Lesson Plans,Teacher Education Programs,Feedback (Response),Interviews

This article presents the findings of a study that investigates pre-service English teachers' reflections on their teaching performance after watching their videotaped lessons in company with their university supervisor. This study, conducted during the spring semester practicum program in the 2007-2008 academic year, examines how the teacher candidates felt about their teaching while watching a video of a real lesson taught in a classroom. The findings of this study suggest that after the teacher candidates watched their own teaching with the supervisor, they made specific comments about teacher talk and about students' participation and interest in the lesson. The findings also show that the use of video recording in the practicum program provided opportunities for reflection and helped teacher candidates evaluate their performance more critically
Grassroots Action Research and the Greater Good (La investigación acción de base y el bien mayor)
Author: Rainey, Isobel
Date: 2011-04-00
Type: Journal Articles
Subjects: Action Research,English (Second Language),Professional Development,Teaching Methods,Experiential Learning,Democracy,Educational Change,Curriculum Development,Active Learning,Teacher Empowerment,Research Methodology,Research Projects,Researchers,Cooperation,Foreign Countries,Questionnaires

This study examines the action research topics and topic preferences of two groups of grassroots teachers: active researchers, and potential researchers. The analysis of the topics appears to indicate that, over the past decade, action research at the teaching of English at the grassroots level to speakers of other languages has been principally understood in terms of professional development with respect to teachers' methodologies and learners' learning behaviours. A nascent concern for a more ample approach to professional development and issues conducive to the greater good of the profession can, it is mooted, flourish only with the collaboration of all relevant stakeholders.
Understanding Beliefs, Teachers' Beliefs and Their Impact on the Use of Computer Technology (Hacia la compresión de las creencias, convicciones del educador y su impacto en el uso de la tecnología)
Author: Galvis, Héctor Alejandro
Date: 2012-10-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,English (Second Language),Teacher Behavior,Technology Integration,Public Schools,Self Efficacy,Educational Attitudes,Language Teachers,Models,Intention,Role Perception,Research Needs,Technology Uses in Education,Literature Reviews,Definitions,Classification,Educational Environment,Foreign Countries

This theoretical review addresses the construct of beliefs in education and English as a foreign language, and their impact when integrating technology. A thorough definition and categorization of teachers' beliefs will be provided. In addition, studies conducted in various educational settings examining the effects of teachers' beliefs and the use of technology will be reviewed. Additional information on models attempting to explain human behavior and the use of computers will be presented as well in order to discuss these research results in light of local efforts made to solve the gap of integrating technology through the Computadores para Educar Program in Colombian public schools.
Authentic Oral Interaction in the EFL Class: What It Means, What It Does Not (La interacción oral auténtica en la clase de inglés: lo que significa y lo que no)
Author: HerazoRivera, José David
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Oral Language,Interaction,Verbal Communication,Secondary School Students,Teacher Student Relationship,Peer Relationship,Foreign Countries,Grade 6,Classroom Communication,Teaching Methods,Communicative Competence (Languages)

The communicative approach in EFL education has generated a concern for the development of communication in the foreign language classroom within which the promotion of oral interaction is usually paramount. However, what constitutes authentic oral interaction is sometimes not clearly understood and some of the activities that take place in the classroom seem unlikely to generate meaningful opportunities for the development of oral interaction. To address this gap, this paper characterizes four samples of oral communication exchanges that occur in Colombian EFL secondary school classrooms in Montería and discusses their effectiveness for developing meaningful oral production in both student-student and teacher-student interaction. The paper has two main sections: the first is devoted to the analysis of student-student interaction, and the second to discussing teacher-student exchanges.
EFL Students' Perceptions about a Web-Based English Reading Comprehension Course (Percepciones de estudiantes de inglés como lengua extranjera acerca de un curso de comprensión lectora apoyado en la red)
Author: Gómez Flórez, Érica
Date: 2012-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Web Based Instruction,Independent Study,Foreign Countries,Distance Education,Reading Comprehension,Student Attitudes,Course Content,Course Objectives,Teacher Role,Time Management,Case Studies,Electronic Learning,Law Students,College Faculty,Focus Groups,Difficulty Level,Interviews,Questionnaires

Web-based distance education is an innovative modality of instruction in Colombia. It is characterized by the separation of the teacher and learners, the use of technological tools and the students' autonomy development. This paper reports the findings of a case study that explores students' perceptions about an English reading comprehension course in a web-based modality. Findings show that students have different opinions about the course, its content and objectives, its level of difficulty, the time students invested in the course, adults' learning, and the role of the teacher. We perceived that this course represents an academic challenge; it is conducive to learning, and favors students' autonomous use of time.
The Impact of Conferencing Assessment on EFL Students' Grammar Learning (Impacto de la evaluación mediante conferencias en el aprendizaje de la gramática en estudiantes de inglés como lengua extranjera)
Author: Baleghizadeh, Sasan
Date: 2012-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Experimental Groups,Grammar,Student Attitudes,Questionnaires,College Students,Control Groups,Alternative Assessment,Teacher Student Relationship,Language Tests,Pretests Posttests,Foreign Countries

This article reports on a study that was carried out in order to examine the impact of conferencing assessment on students' learning of English grammar. Forty-two Iranian intermediate university students were randomly assigned to an experimental and a control group. The participants in the experimental group took part in four individual and four whole class conferences. The participants in the control group studied the same grammatical points but they were not involved in conferencing assessment. The results of the study showed that the experimental group performed significantly better than the control group on the given post-test. Moreover, the attitudes of the participants toward grammar learning in the experimental group significantly changed from the first administration of a questionnaire to its second administration.
Online Peer Feedback between Colombian and New Zealand FL Beginners: A Comparison and Lessons Learned (Retroalimentación virtual de pares entre aprendices principiantes de lengua de Colombia y Nueva Zelanda: una comparación y lecciones aprendidas)
Author: Tolosa, Constanza
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Linguistic Input,Peer Relationship,Computer Mediated Communication,Error Correction,Grammar,Error Patterns,Tutors,Comparative Analysis,English (Second Language),Second Language Learning,Spanish,Writing (Composition),Peer Evaluation,Cooperative Learning,Second Language Instruction,Intervention,Elementary School Students,Classification,Statistical Analysis,Qualitative Research

We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors was analyzed for (1) language corrected, (2) input on errors, and (3) types of feedback provided. We found that both Colombian and New Zealand tutors willingly provided corrections to their peers and used other feedback strategies to foster attention to linguistic form. The Colombian tutors identified a higher number of errors, but the New Zealanders provided more detailed comments. We draw lessons from the exploration.
Moral Responsibility and Confidence as Factors That Influence Teacher Involvement in Educational Change (Responsabilidad moral y confianza como factores que influyen en la participación del profesor en el cambio educativo)
Author: López, Cecilio
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Teacher Participation,Influences,Teacher Role,Teacher Responsibility,Self Esteem,Teacher Attitudes,Trust (Psychology),Interviews

Various factors that are not easily observed have a strong impact on educational change. In this paper, I examine some of the issues that emerged from the data collected while exploring my informants' perceptions and attitudes towards their changing roles when confronted with curriculum innovation. This research demonstrates that the experience teachers acquire during their career may often enable them to participate in the design of a new study plan. However, this experience does not always justify their role as curriculum-designers in either the eyes of their colleagues or in their own eyes, particularly when coerced into playing this or other roles. The results indicate that teachers, depending on their levels of moral responsibility and confidence, become involved in different roles during their teaching career.
Promoting Learner Autonomy through Teacher-Student Partnership Assessment in an American High School: A Cycle of Action Research (El papel de la evaluación negociada en el desarrollo de la autonomía del estudiante en la escuela secundaria norteamericana: un ciclo de investigación-acción)
Author: Picón Jácome, Édgar
Date: 2012-10-00
Type: Journal Articles
Subjects: Action Research,Teacher Student Relationship,Writing Evaluation,Student Evaluation,High School Students,Personal Autonomy,Feedback (Response),Scoring Rubrics,Ownership,Student Responsibility,Metacognition,Critical Thinking,Writing Skills,Spanish,Teacher Role,Evaluation Methods,Second Language Instruction,Journal Writing,Student Surveys,Documentation,Writing Assignments,Qualitative Research,Statistical Analysis

In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students&apos; autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback and the design of a rubric containing criteria negotiated with the students as the scoring method. Results showed that the students developed some autonomy reflected in three dimensions: ownership of their learning process, metacognition, and critical thinking, which positively influenced an enhancement of their writing skills in both English and Spanish. Likewise, the role of the teacher was found to be paramount to set appropriate conditions for the students&apos; development of autonomy.
&quot;Don't Tell My Father&quot;: Important Lessons Learned through EFL Classroom Small Talk (&quot;No le digan a mi padre&quot;: lecciones importantes aprendidas a través de la comunión fática en el salón de inglés como lengua extranjera)
Author: Ayala González, Gabriela
Date: 2011-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Classroom Communication,Interaction,Teaching Methods,Interpersonal Relationship,Communication Strategies,Communication Skills,Foreign Countries

All too often phatic communion is neglected in the English as a foreign language classroom or relegated to the level of formulaic language which merits little or no attention. In this article we argue that phatic communion plays an important role in establishing, developing and maintaining interpersonal relationships between teacher and learners which can be seen in terms of solidarity and supportiveness. Furthermore, small talk offers one of the few opportunities for students to engage in meaningful communicative interaction in the English as a foreign language classroom which is largely characterised by non-authentic language activities. Using classroom data, we attempt to show that teachers and students actively look for ways to enhance personal relationships as they boost the face of other interactants.
New Educational Environments Aimed at Developing Intercultural Understanding while Reinforcing the Use of English in Experience-Based Learning (Nuevos entornos educativos destinados a desarrollar la comprensión intercultural y a reforzar el uso del inglés mediante el aprendizaje basado en experiencias)
Author: Bruguier, Leonard R.
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Intercultural Communication,Intercultural Programs,Multicultural Education,Cultural Awareness,Experiential Learning,Partnerships in Education,Computer Mediated Communication,Undergraduate Students,Student Attitudes,Reflection,Interaction,Student Diversity,Qualitative Research,Indigenous Populations,Identification (Psychology)

New learning environments with communication and information tools are increasingly accessible with technology playing a crucial role in expanding and reconceptualizing student learning experiences. This paper reviews the outcome of an innovative course offered by four universities in three countries: Canada, the United States, and Mexico. Course objectives focused on broadening the understanding of indigenous and non-indigenous peoples primarily in relation to identity as it encouraged students to reflect on their own identity while improving their English skills in an interactive and experiential manner and thus enhancing their intercultural competence.
The Nature of Recognition in TEFL Teachers' Lives (La naturaleza del reconocimiento en la vida de los maestros de inglés como lengua extranjera)
Author: Scholes Gillingsde González, Barbara
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Professional Recognition,Educational Change,Educational History,Universities,Mexicans,Professional Identity,Critical Incidents Method,Integrity,Ethics,Collegiality,Work Ethic,Reliability,Self Esteem,Semi Structured Interviews,Grounded Theory,Data Analysis,Qualitative Research

This article aims at sharing a vital issue that emerged from the findings of a qualitative research study into collective responses of teachers of English as a foreign language to an extended change process in their Mexican university context from 1989 to 2003. The data generation process employed was comprised of semi-structured interviews as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry demonstrated features of the complexity paradigm of educational change. In particular, how teachers' receptivity to change was strongly influenced by the teachers' transforming construal of their professional identities owing to the growing recognition they acquired in their context.