Facultad de Ciencias y Educación
URI permanente para esta comunidadhttp://hdl.handle.net/11349/29
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Examinando Facultad de Ciencias y Educación por Autor "0000-0001-8919-5286"
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Ítem Grab your Guitar : un Mooc para profesores de inglés como lengua extranjera para promover el uso de la música en el aula(2024-04-08) Macías Basto, Andrés Felipe; Rozo Rodríguez, Paula Andrea; Posada-Ortiz, Julia Zoraida; 0000-0001-8919-5286Grab your Guitar is a Massive Open Online Course (MOOC) designed to raise awareness of Colombian musical richness and its methodological possibilities in the English as a foreign language (EFL) classroom. Throughout the course, there are different modules that cover topics such as Colombian music history and its characteristics, recommendations for using music in the classroom and different methodologies to combine music and EFL teaching. The course is addressed to English teachers with a proficiency level between B2 and C1 according to the Common European Framework of Reference (CEFR). The course was piloted with 6 teachers who developed the activities and contributed to its improvement by completing a satisfaction survey and writing a reflective journal on the Padlet platform. The comments expressed by the teachers showed the positive impact that the MOOC had in terms of promoting Colombian music cultural awareness and the use of different music-based methodologies and materials in the EFL classroom. For that reason, it is concluded that Grab your Guitar might represent a significant and useful tool for EFL teachers to innovate and be aware of the benefits of the music in their teaching practices.Ítem Linguistic whitening in english as a foreign language teachers' practices in a private and a public university in BogotáMorales Borja, Cristian Danilo; Bustos Carrillo, Daniel Francisco; Posada Ortiz, Julia Zoraida; 0000-0001-8919-5286; Posada Ortiz, Julia Zoraida [0000-0001-8919-5286]Native-speakerism is an issue evidenced in “many different areas of professional life, from employment policy to the presentation of language” (Holliday, 2009 cited in Lowe, 2020), which is also seen in the English as a Foreign Language (EFL) field. As a consequence of this issue, non-native English-speaking Teachers (NNEST) may accommodate the way they speak the language to change how they are perceived, recurring in what in this study is described as linguistic whitening. Researchers aimed to identify the English teachers’ practices that might evidence linguistic whitening. For doing so, a qualitative research method was used, alongside interviews and observations that took place at a private and a public university in Bogotá, where five in-service English teachers participated. Findings indicate that linguistic whitening is reflected in both university teachers’ practices, which respond to conceptions related to the native-speaker fallacy.