Maestría en Lingüística
URI permanente para esta colecciónhttp://hdl.handle.net/11349/13
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Ítem A blended teacher workshop: teachers’ didactic beliefs reshaped while learning togetherPérez Romero, Gina Marcela; Aldana Gutiérrez, YeraldineThis thesis explored teachers’ beliefs regarding EFL didactics, based on their experiences and knowledge within a hybrid learning environment. The study was framed within the qualitative paradigm and applied semi-structured interviews and discussions to answer the research question: What do English teachers’ beliefs portray about EFL didactics when partaking in professional development sessions on hybrid learning? Six EFL teachers from a private school in Bogotá participated in an eight-session course meant to prepare teachers in the digital technology use for EFL hybrid learning, while elaborating and reelaborating their beliefs. Theoretical constructs spring from the sociocultural macrotheory. This eight-session course was part of the pedagogical intervention performed for this thesis. Data were analyzed using an iterative approach, supported by color coding. Findings suggest that teachers’ beliefs and roles were reshaped while attending the eight-session course. Although data collected showed a wide spectrum of answers from the teachers, they were connected in their desire to teach English in different or alternative manners to benefit students as an active learner in his or her own education.Ítem Agenciamiento de los estudiantes de inglés como lengua extranjera en la exploración del paisaje sociocultural de una universidad públicaRodríguez Benavides, Nilsa Alejandra; Clavijo Olarte, AmparoThis Participatory Action Research (PAR) study uses a sociocultural perspective to involve EFL students in developing social inquiries and discourses about the interactions with the university community (individuals and places) to critically analyze the multiple realities of individuals and collectives as a source for students’ learning in the EFL class. Exploring a public university cultural context becomes an opportunity for students to understand the ideological, social, historical, political, and linguistic dimensions of public education and for me as teacher researcher to analyze the ways the inquiry experience they carried out informed their social identities. The PAR study was carried from September 2019 to May 2020 at a public university in Bogotá with a group of young learners enrolled in a six-month English language course. Following grounded theory procedures for data collection and analysis, data were collected from students’ mapping, class discussions about their topics of inquiry, teacher’s field notes, students’ project reports and group interviews. The findings suggest that students’ agentive role as EFL learners and inquirers in the university campus allowed them to perform a critical analysis of different social issues visible in the university landscape. Their written texts and discourses evidenced that they value others’ knowledge, rethink previous assumptions about others and construct their own perceptions and discourses that informed their social identities. This pedagogical project gave me the opportunity as a teacher to reflect upon my own practice through research about university discourses and culture with students.Ítem Analyzing students critical thinking skills in the process of solving problems through peer interaction(Universidad Distrital Francisco José de Caldas) Malaver Ruiz, Claudia Marcela; Clavijo Olarte, AmparoThis study describes the process of ten tenth-grade students applying their critical thinking skills by means of problem solving. It also narrates in detail the process they followed, and the strategies they used to solve a given situation based on peer interaction during three months. From my professional experience, I know that learning a foreign language is a difficult task, especially when teachers just focus on teaching language in a decontextualized or meaningful way. Teachers know that educating teenagers is not easy since it requires lots of effort, love, patience, imagination, and creativity. But most important, it involves the recognition of the importance of developing new dynamics, strategies and methodologies to catch students motivation and at the same time to provide them with tools for facing new challenges. Therefore, this qualitative study enables us to consider the importance of providing students with activities that lead them apply their critical thinking skills by means of peer interaction while solving problems. This research was carried out in a public school in Bogotá, Colombia. The participants were ten adolescents who discussed among them about two hypothetical problems with the purpose of reaching to a well-constructed, appropriate and a group-constructed solution for each given problem. Thanks to my students, their discussions, their willingness to participate in this study, and their collaboration it was possible to collect all the data for this study.Ítem Awakening critical stances: students engaging in inquiry practices and reflecting on their social realitiesCao Morales, Fabián Fresney; Samacá Bohórquez, YolandaThis qualitative study, which is based on a descriptive and interpretive approach, presents tenth graders’ reflections about their social reality. Through a cycle of inquiry practices, the students analysed and understood their local issues. Similarly, this study acknowledged the role humans have in the society and their ability to transform social injustice. For this study, writing in a second language became the tool for students to raise their voice and awaken their critical awareness. In addition, this research focused on critical literacy as described by Freire (1970), which involves the teacher – student in a dialogue of interaction, reflection, and analysis of their world. Consequently, the students were encouraged to participate actively in class, and their personal experiences were acknowledged as a starting point to critically read and write about their world (Freire & Macedo, 1987). Furthermore, the concept of language was seen as a social practice (Pennycook, 2001), and it fostered critical analysis of social contexts through interaction. Thus, the students could construct new knowledge, which allowed them to address the situation from different perspectives. Finally, the pedagogical intervention intended to foster students’ immersion in their local contexts to identify problems that affected their worlds. Thus, they could approach, document, analyse and understand them. With this in mind, they strengthened their position about reality and developed their critical points of view. In essence, the students identified the main causes and effects of social issues, such as corruption, indifference, passiveness, and others. Thus, these aspects allowed them to establish their critical stances as a step to commit themselves to social transformation.Ítem Awakeninig students interests through written dialogue journals(Universidad Distrital Francisco José de Caldas) Ree Alzate, Hasper Jose; Quintero Polo, AlvaroThis qualitative case study describes the use of written dialogue journals (WDJs) in order to create a bridge of communication in which students were able to express themselves freely about their lives inside and outside scholl. The participants were a group of 7 th graders, in which eight were selected randomly. This study took place during tha academic year of 2003. Without taking into account the participants' literacy level, we permitted participation in this written communication activity to a certain extent even from the first day of class, this was because students' WDJ entries focused on meaning and interest on students' writings rather than form. This research revealed that the use of WDJs promoted mutual communication and students' implicit grammar correction. It enhanced the students? selection of different writing topics that they felt closely related to their lives. It was concluded that WDJs were an alternative form of written communication, and that they could be very useful instruments to promote written practice as well as to improve students? writin in a foreign language classroom.Ítem Beyond language policies: students’ positioning in the efl learning experiencesBernal Sierra, Eliana Carolina; Pineda Báez, CleliaThe purpose of this qualitative descriptive and interpretive study was to describe how students position themselves as EFL learners and interpret how they position others throughout their learning processes. To understand these disputes, the concepts of identity and positioning theory are explored and placed in context. The research was carried out at a private university in Bogotá, Colombia. Participants were visual design and marketing and advertising students who were assigned to my english class. Qualitative data were collected through individual interviews and focus groups. The analysis of the data showed that the students were positioned as followers of the linguistic policy, contributors of their experience in their fields, and as investors. In addition, they placed others based on the role they had played in their lives as EFL students. The findings also reveal that EFL learning experiences have influenced the positioning of students as students and that their identities were shaped and reformed according to their life experiences as EFL trainees. These findings allow teacher-researchers to reflect on the effect that language policies have had on students' perceptions of language and their own conception as EFL learners.Ítem Co-constructing home and school connections based on efl rural-urban students’ literacy practices and their community assetsLópez Navas, Ingrid Paola; Samacá Bohórquez, YolandaThis qualitative exploratory and descriptive study aims to describe the home-school connection that is co-constructed as part of the process of valuing rural-urban students’ L1 and L2 literacy practices, and consequently to characterize the particular literacy practices of these students. This research was developed with five participant families who belong to fifth grade in a rural public school in Bogotá, in which the potentialities of the contexts and the funds of knowledge that students have in their home and community were not totally acknowledged and incorporated in the school dynamics. Bearing in mind this problematic, the pedagogical implementation was done through the development of tasks based on their community assets in order to incorporate that knowledge in the teaching and learning practices. As part of a qualitative research design, four instruments were used to gather the data (field notes, reflective journals, semi-structured interviews and artifacts) which were analysis using the grounded theory approach as a framework.Ítem Collaborative inquiry as a way to promote elementary students´ reflections in the EFL classroomGómez Gutiérrez, Ana Janneth; Clavijo Olarte, AmparoThis qualitative action research study approaches an inquiry based learning process in which fifth graders work collaboratively by examining a local topic (school snack) from their school context, from many different perspectives of their interest. The collaborative inquiry was a way to promote elementary students’ reflections in the EFL classroom. The EFL curriculum was organized around students’ communities and realities as relevant resources for language learning. The school snack was the topic selected by students for inquiry and language learning. Lessons were organized around students’ knowledge about the daily snack and what they wanted to learn about the topic. Exploring together issues related to the school snack, students wrote reflections, interviewed school administrators and the people in charge of bringing, serving and providing the school snack daily. They also searched for information in different sources to document their inquiries. Data were collected through reflective journal entries written by students, a book about the learning experiences in inquiry groups and the researcher´s field notes. Findings report that through a classroom project, fifth graders developed inquiry skills and literacies (digital, visual, oral, written) while learning together and improving their social competences through collaboration. Learning is about developing competencies for life and using language to learn to think and to express oneself. Inquiring in the language classroom evidenced the use of language (Spanish and English) as the means to learn about meaningful content beyond mere English grammar lessons. Inquiring collaboratively led to individual reflections about the challenges of working together and school coexistence as the way all the members of a scholar community relate to each other.Ítem Collaborative project work to enhance academic writing in EFL settings(Universidad Distrital Francisco José de Caldas) Robayo Luna, Alma Milena; Arias Soto , Luz DaryThis research intended to investigate the possible outcomes when collaborative project work is introduced with the aim of enhancing students written production in a private university in an EFL setting. It was based on a pedagogical intervention in which collaborative project work was implemented in the program of a group of students who wrote opinion essays using the topics from their text books, at Universidad Jorge Tadeo Lozano (UJTL, hereafter). The goal was to examine and analyze the way students developed their academic writing abilities through collaborative project work. I decided to study this skill due to the fact that the outcomes of a needs analysis carried out during the first semester of 2007 showed that students were struggling with many aspects of writing at the advanced level, both, in terms of form and function. Secondly, because according to the exit profile of the students, they were supposed to be able to accomplish written tasks such as writing formal papers using coherent sentences, accurate structures, unity and cohesion among others. Nonetheless, most students were not succeeding in this skill and their command of English was very limited with regard to both language and communication skills. Seemingly, we ought to bear in mind that in the setting where I work, UJTL there has been an emphasis on other language skills such as speaking and reading. In fact, I believe writing is usually treated in EFL courses just as one of several skills and only few connectors and components (conjunctions and transitions) are provided in class. As a result, most students and even teachers have difficulties in academic writing because they have not been trained to carry out this academic task. Finally, writing provides students with an opportunity to share opinions and feelings, to persuade and to inform others of their reality, their needs and ambitions in addition to improving their English academicallyÍtem Colombian indigenous university students’ experiences learning englishWest, Katharine Hazel; Aldana Gutiérrez, YeraldineThis qualitative research project is intended to consider the research question: How do Indigenous university students experience academic requirements to learn English during the course of their studies that have mandated by official bilingual policy? It is intended to consider their stated experiences learning English using an interpretative inductive approach to include their voices and recommendations for more inclusive English-teaching practices. In recent years, Colombia has implemented policies to encourage English-language bilingualism making a knowledge of the language into a graduation prerequisite. Indigenous university students find themselves in a conundrum in that even if they are monolingual Spanish speakers, as they may have only fragile competence in academic Spanish. Bi- or pluriilingual students face an additional, onerous language requirement as English is their third language. Interviewees offered their insights and also their suggestions based on their personal experiences with learning English. The language represented a time-drain, risk to studies, distance from one’s community, a personal voice, and a boorish, unwanted presence. Thusly, producing a grounded theory entitled: Uncoded and Multicolour Experiences Living English-Learning.Ítem Comprendiendo el sentido de comunidad en los estudiantes de inglés como lengua extranjera en ambientes virtualesTorres Obando, Angélica; Aldana Gutiérrez, YeraldineThis thesis reports a qualitative netnographic study aimed at understanding students' sense of community. The study involved a heterogeneous group of students from a language institute who reconstructed their sense of community in virtual environments. Considering community-based pedagogies, students carried out a set of activities which helped them to recognize their lives and their communities. Autobiographies, virtual community presentations, community profiles, and interviews with community members were part of this pedagogical intervention. The data included field notes, students' artifacts (autobiographies, presentations, and interactions) and two group interviews. Data analysis results suggest that community and place-based pedagogies enable students and teachers to become aware of virtual communities’ potential; indeed, students acknowledge themselves and others as relevant assets. These pedagogies strengthen their sense of belongingness as members of different communities. Furthermore, students build their sense of community, being aware themselves as human beings who are part of different communities. At the same time, they were aware of those community members around them, valuing the learning process they have forged throughout their relationships and knowledge. Finally, those emotions such as love, gratitude, empathy, and compassion for the members of their communities emerged.Ítem Comprendiendo las subjetividades de niños de preescolares en EFL a través de las prácticas de alfabetización basadas en el arte.Salazar, Diana Katherine; Aldana Gutiérrez, YeraldineThis qualitative interpretative study explores the perceptions of self that EFL preschoolers had about themselves through the use of collaborative work and art-based literacy in a private school. It also had an endeavor of understanding how those perceptions impacted the EFL classes and the learning itself. It aimed at understanding and describing the multiple layered interrelations of the subjectivities they portrayed. In order to do this exploration there were some elements in regards to the pedagogical platform. First, two weeks and a half of art-based literacy based lesson were designed. Second, some elements from the flipped classroom and task-based learning were incorporated. In regards to the data, this study recognizes that the only ones accountable for the perceptions of self were students. Consequently, the main instrument used was an interview with seven participants, which validated the video recordings of the class interactions and their artifacts. For doing the analysis of the instruments collected, some principles from the Grounded Theory Methodology were used. This research understand that power, gender and the social-learning positioning, are key concepts when analyzing EFL learners’ perceptions of themselves and others (Foucault, 1988; Butler, 1990; Weedon, 1987, 2004; McMara 2019). The main finding of this study deepens into the notion of subjectivities by using the infinite reflections metaphor where it is determined how subjectivity is built upon chained layers of emotions, and experiences which arise from situations in an EFL preschool classroom context. This layered perception shows more evidently through the category of Racing to be the class Sheriff, which embodied a complex figure of authority and respect in the class. Keywords: perceptions of self, subjectivity, intersubjectivity, symbolic power, EFL preschoolers, gendered subjectivities, Participatory Multiliteracy PracticesÍtem Comprensión de las representaciones sociales en un aula de idiomas a distancia de EFLQuete Alarcon, Lina Paola; Pineda Baez, ClecliaThis research sought to understand how high school students from a private institution located in the south of Bogota represented themselves, others and their community during the adjustments caused by the Covid-19 pandemic. It also aimed at examining how their representations were connected to their EFL learning process, especially, while interacting in remote language classes mediated by different digital tools. The study was framed in a netnographic, qualitative, descriptive, and interpretive standpoint. Different modes of communication that were available in video conferencing tools were analyzed, along with observations from regular classes to examine interactions and ways by which students represented themselves and their environment. Findings revealed that students modified and adjusted available icons and images to fit their interests, moods, and features of authenticity as individuals. Additionally, they disclosed aspects of their daily life and situations that they were dealing with during remote modality of schooling. On the one hand, the results are aligned with George's theory (2009, 2007) about self-representation to understand the way students view themselves and how they connect with others and with the world during disruptive times. The results show the importance of examining social representations as alternative to address socio-emotional and socio-affective issues in remote learning environments. As Bozkurt and Tu (2016) stated, social representations increase learning experiences, emotional presences, and active engagement, especially in digital learning environments.Ítem La comunidad sorda colombiana y el discurso de la lengua como derecho humano: problematizando una dicotomía de inclusión-exclusiónSuárez Rodríguez, Diane Liseth Leonor; Quintero-Polo, AlvaroWith the expectation of raising social awareness about the invisibility and general disregard for diverse linguistic communities in Colombia, this research explored the official discourse of language as a human right of the Colombian MEN and UNESCO about its positioning of the Colombian Deaf Community (CDC). Issues associated with the dichotomy of inclusion-exclusion of CDC as a linguistic minority were discussed from a theoretical perspective. Such discussion was in the light of the theoretical constructs of language as a human right and the construction of the Other (Foucault, 2008; Riggins, 1997; Phillipson & Skutnabb-Kangas, 2017a). The study used principles of Fairclough & Fairclough’s (2012) CPDA model, which in turn was framed within the qualitative and interpretive paradigms. The focus of analysis was on two official documents: National Ten-year Education Plan 2016–2026 (Colombian MEN) and Education in a Multilingual World (UNESCO); research methodology and data analysis followed Systemic Functional Linguistics (Halliday, 1985, 1996; Flowerdew, 2013) at one initial and descriptive stage in preparation for a second interpretive and a third explicative stage of CPDA (Fairclough & Fairclough, 2012). Findings revealed that the inclusion-exclusion dichotomy is characterized by the continuous dual re-construction of the CDC in official and non-official discourses, as well as the continuous struggles in the construction of language (as a human right).Ítem Configuration of subjectivities of english language teachers as NNESTS in the frame of colombian language policies: a narrative studyGómez Vásquez, Leidy Yisel; Guerrero Nieto, Carmen HelenaThis paper describes the process carried out to report on the configuration of professional subjectivities by analyzing the narratives of four Colombian English language (EL) teachers as Non Native English Speaking Teachers (NNESTs), and their relation to language policies. Historically, language policies in Colombia have been designed not taking into account the needs, desires and experiences of the people involved in their application, especially teachers. (González, 2007; Guerrero, 2008, 2009, 2010; Mejia, 2012; Usma, 2009, among others). Consequently, it is my aspiration that the stories portrayed here might shed light on the policy making, and somehow, guide the people who have the responsibility to generate them. Considering my personal experiences, the literature produced in the field of subjectivities, NNESTs and Native English Speaking Teachers (NESTs) dichotomy, and subjectivities, I was able to identify that not much research work integrating those three fields has been made in Colombia, gap which this study intents to help to fill. This is a qualitative-narrative study in which I used focus groups, written narratives and narrative interviews as instruments to collect data from the participants who belong to different universities and schools in Colombia. Their stories were analyzed using the Short Story Analysis approach (SSA) and the results allowed me to identify a main category: Re-creating the self: an entangled, changeable and enduring process which shows how the subjectivities of the teachers are influenced by others, the processes of acceptance or rejection that these teachers go through when configuring them, and the role played by knowledge and reflection.Ítem El conocimiento tecnomediado por los estudiantes como oportunidades de aprendizaje del inglésPerdomo Reyes, Julieth Patricia; Guerrero Nieto, Carmen HelenaIn the education field, technology has been reduced to the use of hardware to fulfill certain instrumental tasks. However, children today use technology in complex ways in and outside the classrooms. This qualitative research case study is being conducted with 10 fifth-graders and aims to understand how students' technomediated knowledge helps them to foster their English language learning. Technomediated knowledge has been defined by Rueda (2008) as the use and appropriation of technology in order to share and produce knowledge. Data was collected through a survey, students' artifacts, and semi-structured interviews. The findings show that participants' current and most used technomediated knowledge source is the YouTube network, which is linked to other sources such as online video games and video and photo applications. Besides, students use their technomediated knowledge to design and present their English activities; data also shows that students share these tools and learn together, as a community of learners, in and outside the classroom.Ítem Considering the process approach to improve children s writing development in efl(Universidad Distrital Francisco José de Caldas) Melgarejo Melgarejo, Daniel AlbeiroThis action research study focused on the analysis of children?s writing development in EFL, taking into consideration their personal interests. This was achieved by focusing on topics that are appealing to the students, and using different types of compositions such as letters, e-mails, stories, etc. The type of study was an action research and it was grounded on the theory of the process approach. Hayes and Flower (1980) describe the process approach in terms of the task environment, which include the writing assignment and the text produced so far, the writer?s long-term memory, including knowledge of topic, knowledge of audience, and stored writing plans, and a number of cognitive processes, including planning, translating thought into text and revising. The 23 children who took part in the study were between 9 and 13 years old, and they were in the Intermediate English Level at Universidad Pedagógica Nacional. The aim was to examine the effect that the process approach had on students? writing performance. Furthermore, underlying this aim was the opportunity to motivate students towards writing, and also to help them improve their productions. The data were gathered through the use of portfolios, conferences, journals and logs and the results showed that the students changed their prior negative perceptions on writing in EFL and felt motivated to carry out writing tasks in order to keep improving this skill. They also learned to work cooperatively, self-monitored, and created self-awareness of their writing practicesÍtem La construcción de la identidad social de estudiantes de inglés como lengua a través de actividades de literacidad en un ambiente de aprendizaje virtual.Moreno, Magda Jimena; Clavijo Olarte, AmparoThis descriptive and interpretative qualitative research study was carried out in public school in Bogotá. It explores the way in which EFL ninth grade students construct their social identity in an online learning environment through literacy activities and describes EFL students’ participation in it. Following grounded theory procedures for data collection and analysis, data were collected from students’ artifacts, semi-structured interviews and teacher field notes from the online learning environment. The findings reveal multiliteracies as a paramount channel in students’ social identity construction and students´ writing and reading EFL skills enhanced through students´ portrayal of themselves in their blog profile and in the interactions with their classmates. Students used multimedia applications such as avatars, images, pictures, comics and videos to depict themselves. They captured notable meaning making representations of the surrounding world within the online group through the participation in the forums.Ítem Constructing social interaction by enhancing the communicative competence through authentic tasks at IED La Belleza - Los LIbertadoresNuñez Franco, Yised; Garzón Duarte, ElianaThis research was carried out with 22 EFL ninth graders at IED La Belleza – Los Libertadores. Ninth graders have been told that by means of learning English they will have a better future. However, the economic situations that students have, take out validity to that argument, and make students understand that English is not really necessary for their conditions of life. Additionally, students` reluctance to participate and the lack of opportunities to practice the language make even more difficult the learning process in the students. That is why, the main purpose of the research was to identify and describe the social interaction that students constructed when working on authentic tasks whose focus was to put in practice the English language. Data were collected from the artifacts produced by the students, the analysis of field notes, and qualitative interviews. And, during 28 lessons students were constructing social interaction by using previous knowledge of the target language, generating strategies to compensate breakdowns in communication and support communicative practices, and by using spontaneous reactions and behaviors to follow up interaction processes.Ítem Constructions of masculinities and femininities in EFL students’ written texts from a critical literacy perspectiveCastillo Guasca, Héctor Hernán; Garzón Duarte, ElianaThis classroom discourse analysis intended to identify how masculine and feminine constructions were built and revealed in EFL students’ critical literacy processes in a ninth-grade with forty-two students at a public school from Bogotá, Colombia. The study was aimed at developing students’ awareness of their daily gendered social relationships by means of critical literacy activities applied in four-hour sessions per week during three months in a cooperative learning environment. Students’ artifacts, field notes (based on video class recordings), voice recordings and their transcriptions, and qualitative interviews were the instruments for data gathering. The analysis of the data was done using elements of the grounded theory from a poststructuralist paradigm. It was found that boys and girls revealed and constructed their masculinities and their femininities in terms of gendered ideologies. It was also found that boys and girls could develop a critical position of these social gendered ideologies and hence they can diminish their effect in the politics of the classroom.