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ISSN 2711-290X
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
____________________________________________________________________________________________________________
2 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Proceedings
The III International Conference on Innovative practices and Research in the teaching of Foreign Languages Organizing Committee confirms that full and concise papers accepted
for this publication: • Meet the definition of research in relation to creativity, originality, and increasing
humanity’s stock of knowledge; • Are selected on the basis of a peer review process that is independent, qualified expert
review; • Are published and presented at a conference having national and international
significance as evidenced by registrations and participation. • Are made available widely through the Conference web site.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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3 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Table of Contents Organizing Committee ...................................................................................................................... 11
Reviewers .......................................................................................................................................... 12
Plenary Speakers Presentations ....................................................................................................... 14
Genre-based pedagogy and the teaching of foreign languages. ................................................ 15
Jose David Herazo (Universidad de Córdoba, Colombia) .............................................................. 15
Incorporating intercultural communicative competence into our teaching practices. ............. 16
Sarah Wagner (University of Pittsburgh, United States) .............................................................. 16
Educacion superior en Israel e interculturalidad. ....................................................................... 17
Beatriz Katz (Gordon College - Haifa Academic Institute, Israel) .................................................. 17
Internacionalización y Tecnopedagogía en la Educación Superior. ............................................ 18
Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel) ..................................................... 18
Importance of Inter-cultural and Multicultural Perspectives in Designing Educational Programs
for Teaching and Learning of Languages. .................................................................................... 19
Rhonda Berger Sofer (Gordon Academic College of Education, Israel) ........................................ 19
The Human Factor to Profitability: Building a People-Centered culture for Long-term Success.
....................................................................................................................................................... 20
Jeanette Black (University of Wisconsin Stout, United States) .................................................... 20
Becoming literate in a foreign language: Student teachers’ personal literacy practices. ......... 21
Sonia Jerez (Universidad de Córdoba, Colombia) ......................................................................... 21
Concurrent Sessions ......................................................................................................................... 22
New Literacies: Videogaming for learning a second language. .................................................. 23
Luis Alfonso Calderín (Universidad de Córdoba, Colombia) .......................................................... 23
The Value of Study Abroad: Mapping opportunities for yourself and others. .......................... 24
Rigoberto Castillo (Universidad Distrital Francisco José de Caldas, Colombia) ............................ 24
Experiencing EtnoEnglish through the National Suggested Curriculum ..................................... 26
Adolfo Arrieta (Universidad de Sucre, Colombia) Diana Jaraba (Insitucion Educativa Indigena San
Antonio Abad, Colombia) .............................................................................................................. 26
Educacion superior en Israel e interculturalidad ......................................................................... 27
Beatriz Katz (Gordon College - Haifa Academic Institute, Israel) .................................................. 27
Implementing PBL assessed by E-portfolios to foster Oral fluency Skill in an EFL setting ......... 28
Aura Melissa Galvan De la Ossa (Universidad de Cordoba, Colombia) ........................................ 28
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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4 Universidad de Córdoba, School of Education, Department of Foreign Languages.
The Use of a Genre-Based Approach to Promote Writing Skills Through Instructional Texts in a
Colombian 11th EFL Classroom .................................................................................................... 29
Julián Hernández Contreras (Universidad de Sucre, Colombia) .................................................... 29
Construction de l'identité professionnelle: « enseignant-chercheur » chez les étudiants de la
Licence en Langues Étrangères de l’Université de Pamplona: une étude narrative. ................. 30
Iván Darío Vargas (Universidad de Pamplona, Colombia) ............................................................ 30
L’étude d’inclusion: une façon de renforcer la compétence sociolinguistique chez les étudiants
de FLE niveau B1 ........................................................................................................................... 31
Heiner José Torres Álvarez (Universidad de Pamplona, Colombia) Ysmay Elisa Jaimes
Jaimes (Universidad de Pamplona, Colombia) .............................................................................. 31
Un regard sur l'altérité en classe de français langue étrangère ................................................. 32
Laura Marcela Torres Álvarez (Universidad de Pamplona, Colombia) ......................................... 32
Perceptions des stagiaires par rapport à l’enseignement de la grammaire dans un cours de FLE
: une étude phénoménologique................................................................................................... 33
Viana Pesca (Universidad de Pamplona, Colombia) ..................................................................... 33
Peace construction in ELT: Throughout the field metamorphosis .............................................. 34
Yeraldine Aldana (Doctorado Interinstitucional en Educación- Universidad Distrital Francisco
Jose de Caldas, Colombia) ............................................................................................................. 34
Teachers’ professional development and professional learning communities to teach English
at a primary school. ...................................................................................................................... 35
Alex Diaz (Universidad de Córdoba, Colombia) ............................................................................ 35
Content Based Instruction: a Tool for Communication in Beginners ......................................... 36
Yudis Contreras Martínez (Universidad de Cartagena, Colombia) ................................................ 36
Exploring R2L adaptations for EFL students’ oral production ..................................................... 37
Tatiana Becerra Posada (Universidad de Córdoba, Colombia) Paula Garcia Montes (Universidad
de Córdoba, Colombia) Juliana Pastrana (Unicordoba, Colombia) .............................................. 37
Developing academic literacy in a language teaching BA program ............................................ 38
Maria Del Rocio Dominguez Gaona (Universidad Autónoma de Baja California, Mexico) Jitka
Crhová (Universidad Autónoma de Baja California, Mexico) Myriam Romero
Monteverde (Universidad Autónoma de Baja California, Mexico) ............................................... 38
Flipping the french language classes............................................................................................ 39
Gabriella Pugliese (Universidad de Cordoba, Colombia) Danilsa Lorduy (Universidad de Cordoba,
Colombia) ...................................................................................................................................... 39
Peaceful Coexistence: The Impact of Bilingualism For Peace Project ........................................ 40
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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5 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Liliana Beatriz Valle Zapata (University of Cordoba, Colombia) Martha Paz Wechek (University of
Cordoba, Colombia) Yurisan Tordecilla (Universidad de Córdoba, Colombia) ............................. 40
Promoting oral interaction skills trhough some cooperative learning activities ....................... 41
Leiry Murillo (Universidad de Córdoba- Universidad del Sinú, Colombia) .................................... 41
Educación Bilingüe: ¿Cómo calibrar la brújula? .......................................................................... 42
Zuleima Ahumada (Cambridge University Press, Colombia) ........................................................ 42
Internacionalización y Tecnopedagogía en la Educación Superior ............................................. 43
Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel) ..................................................... 43
Importance of Inter-cultural and Multicultural Perspectives in Designing Educational Programs
for Teaching and Learning of Languages ..................................................................................... 44
Rhonda Berger Sofer (Gordon Academic College of Education, Israel) ........................................ 44
Fostering students’ out-of-class learning through a game-based approach using technological
devices .......................................................................................................................................... 45
Ligia Martinez (CECAR, Colombia) ................................................................................................ 45
Are pre-service teachers ready to become in-service EFL tutors? Possibilities of sociocognitive
alignment in EFL tutoring practices. ............................................................................................ 46
Alix Johana Arrubla Buitrago (Universidad de Antioquia, Colombia) Cristian David Londoño
Arroyave (Universidad de Antioquia, Colombia) Jose Pablo Pareja Díaz (Universidad de
Antioquia, Colombia) .................................................................................................................... 46
Literacy development with Jolly Phonics: Report of a Small-Scale Action Research Study ...... 47
Leidy Marcela Valbuena García (Universidad Distrital Francisco José de Caldas, Colombia)
Nicolas Rocha Bernal (Universidad Distrital Francisco José de Caldas, Colombia) ....................... 47
Implementation of Projects Based Learning methodologies including cross curricular
components for English Language Teaching in Secondary Level ................................................ 48
Helmuth Torres Hernández (BOSQUES DE LEON SCHOOL, Colombia) .......................................... 48
Analysis of the classroom context to foster integrated skills in EFL through Task-Based
Language Teaching in seventh grade at Integrado Juan Atalaya School .................................... 49
Cindy Lizeth Niño Parada (Universidad Santo Tomás, Colombia) ................................................. 49
Metacognitive teaching for the development of reading comprehension in a foreign language
....................................................................................................................................................... 50
Milton Pajaro (Universidad de Cordoba, Colombia) ..................................................................... 50
Understanding how pre-service teachers’ pre-conceived beliefs influence their first teaching
experience .................................................................................................................................... 51
Jesús Ortega (Universidad de Pamplona, Colombia) .................................................................... 51
Sandra Ramírez (Universidad de Pamplona, Colombia) ............................................................... 51
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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6 Universidad de Córdoba, School of Education, Department of Foreign Languages.
A social- pedagogical strategy “Educating my emotions” to prevent and decrease Bullying in
secondary school .......................................................................................................................... 52
Liliana Agamez (Universidad de Córdoba, Colombia) ................................................................... 52
Bilingualism for peace: A social project in Monteria – Colombia ............................................... 53
Danilsa Lorduy Arellano (Universidad de cordoba, Colombia) Delia Rosa Gonzalez
Lara (Universidad de cordoba, Colombia) .................................................................................... 53
Language Assessment: an incipient interest of Colombian scholars .......................................... 54
Sonia Patricia Hernández-Ocampo (Universidad de los Andes, Colombia) .................................. 54
Fostering interculturality through CBI. ........................................................................................ 55
James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-
Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad
Tecnologica de Bolivar, Colombia) ................................................................................................ 55
Pourquoi enverser la classe en FLE .............................................................................................. 56
Gabriela Pugliese (Universidad de Córdoba, Colombia) Danilza Lorduy (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 56
Le développement de la compétence interculturelle en cours de FLE - Francais Langue
Étrangère....................................................................................................................................... 57
Emily María Garcés Navarro (Universidad de Sucre, Colombia) .................................................. 57
Understanding Group Interaction and speaking skills among English basic users .................... 58
Ximena Contreras (Universidad de Pamplona, Colombia) Karen Michell Villamizar (Universidad
de Pamplona, Colombia) ............................................................................................................... 58
The Value of Study Abroad: Mapping opportunities for yourself and others ........................... 59
Rigoberto Castillo Ph.D (Universidad Distrital Francisco José de Caldas, Colombia) .................... 59
The Human Factor to Profitability: Building a People-Centered culture for Long-term Success
....................................................................................................................................................... 60
Jeanette Black (University of Wisconsin Stout, United States) ..................................................... 60
Team-Teaching Experiences from an Adjunct Course an International Business ...................... 61
James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-
Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad
Tecnologica de Bolivar, Colombia) ................................................................................................ 61
Exploring Teaching-Learning Processes in Two Undergraduate EFL Mandatory Courses ......... 62
Estefanía Durán Ordóñez (University of Pamplona, Colombia) Katherin García Rey (University of
Pamplona, Colombia) .................................................................................................................... 62
The Use of CLIL to Promote Speaking Skills Through Learning Styles Based Lessons Among 11th
Grade EFL Students at a Public High School ................................................................................ 63
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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7 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Jesús David Pelufo Sierra (Universidad de Sucre, Colombia) María Cecilia Payares
Castillo (Universidad de Sucre, Colombia) .................................................................................... 63
Reading to Learn (R2L) in EFL instruction: An introduction to the model and its applications . 64
José David Herazo (Universidad de Córdoba, Colombia) Tatiana Becerra (Universidad de
Córdoba, Colombia) Paula García (Universidad de Córdoba, Colombia) ..................................... 64
Becoming literate in a foreign language: Student teachers’ personal literacy practices .......... 65
Sonia Jerez (Universidad de Córdoba, Colombia) ......................................................................... 65
Eco-teaching: Using the internet as an economical and eco-friendly resource...................... 66
Edwin Henao (Unicolombo, Colombia) ........................................................................................ 66
Poster Presentations ........................................................................................................................ 67
Mayra Salgado (Universidad de Córdoba, Colombia) Camila Doria (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 68
Reading to learn (R2L) and oral communication in 8th graders to tell anecdotes .................... 68
Luis Angel Contreras Moreno (Universidad de Córdoba, Colombia) Keila Andrea Peña
Ochoa (Universidad de Córdoba, Colombia) ................................................................................. 69
Exploring the Use of Animated Cartoons to Enhance Students' Listening Skills ........................ 69
Luis Manuel Ramos Cano (Universidad de Córdoba, Colombia) Brando Jose López
Carmona (Universidad de Córdoba, Colombia) ............................................................................ 70
Flipping the oral participation class through the use of self-recording videos. ......................... 70
Jesús Mestra (Universidad de Córdoba, Colombia) Juan Fabra (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 71
Using kinesthetic learning activities to promote secondary students' participation in english
classes. .......................................................................................................................................... 71
Luisa Fernanda Vergara Álvarez (Universidad de Córdoba, Colombia) María Bernarda Martínez
Martínez (Universidad de Córdoba, Colombia)............................................................................. 72
Promoting EFL learning through Taysomroom outside the classroom in a public school in
Montería. ...................................................................................................................................... 72
Karen Polo (Universidad de Córdoba, Colombia) .......................................................................... 73
Exploring multimodal EFLlesson to meet the needs of ADHD students. .................................... 73
Jesús Martinez (Universidad de Córdoba, Colombia) Erwin Corcho (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 74
Flipping the listening class with authentic audiovisual materials. ............................................. 74
Anye Ramos (Universidad de Córdoba, Colombia) ....................................................................... 75
The role of traditional stories in fifth graders reading process .................................................. 75
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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8 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango
Caballero (Universidad de Córdoba, Colombia) ............................................................................ 76
Songs for developing vocabulary learning and speaking skills. .................................................. 76
Ivon Hernandez Lopez (Universidad de Córdoba, Colombia) Danilo Jose Yanez
Lacharme (Universidad de Córdoba, Colombia) ........................................................................... 77
Motivational strategies and oral production in EFL classrooms; a case study. .......................... 77
Maria José Rangel (Universidad de Córdoba, Colombia) Jessica Pernett (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 78
Oral interaction and games. ......................................................................................................... 78
Isaías Acosta (Universidad de Córdoba, Colombia) Melissa Zapata Vargas (Universidad de
Córdoba, Colombia) ...................................................................................................................... 79
Challenges faced to adopt a new curriculum: a case study. ....................................................... 79
Angélica Arroyo (Universidad de Córdoba, Colombia) Sandra Amarís (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 80
The integration of technological devices in foreign language teaching. .................................... 80
Yulieth Marcela Padilla GonzÀlez (Sue Caribe: Universidad De Córdoba: Programa De Maestrìa
En Educaciòn, Colombia) ............................................................................................................... 81
A quasi-experimental study of the motivational and cognitive effects of a TBLT-mediated
macro strategy on ninth-grade students. .................................................................................... 81
Paula Zarante (Universidad de Córdoba, Colombia) Maria Berrio (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 82
Analysis of teacher´s discourse teaching english to blind learners at a mainstream class
(critical discours analysis) ............................................................................................................. 82
Isabella Romero Delgado (Universidad de Córdoba, Colombia) ................................................... 83
Exploring a primary school teacher’s challenges when using tablet-based activities in a public
school. ........................................................................................................................................... 83
Levis Leonardo Lozano Hoyos (Universidad de Córdoba, Colombia) Cesar Javier Velez
Lopez (Universidad de Córdoba, Colombia) Dalila Guzman Aviles (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 84
Personal Learning Environment to improve English communicative competences of students
of communication V at Córdoba University. ............................................................................... 84
Jorge Luis Oquendo Loaiza (Universidad de Córdoba, Colombia) Estivenson José Portillo
Banqueth (Universidad de Córdoba, Colombia) ........................................................................... 85
Google classroom and language learning autonomy in an EFLcourse. ....................................... 85
Steven Palacios (Universidad de Córdoba, Colombia) Luisa Castellanos (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 86
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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Educational heroes strategy to increase speaking skills through leadership in high school
students: an action case study. .................................................................................................... 86
Rossana Barrios Jaller (Universidad de Córdoba, Colombia) Juan David Suárez
Jiménez (Universidad de Córdoba, Colombia) .............................................................................. 87
Online collaborative learning in the EFL classroom. ................................................................... 87
Angelica Morales (Universidad de Córdoba, Colombia) Camila Parra (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 88
Lived experiences of teachers during implementation of The new curricula: a
phenomenological study. ............................................................................................................. 88
Daniel Ricardo (Universidad de Córdoba, Colombia) Andrea Ayazo (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 89
The process of lesson planning based on Edmodo as a supplementary tool for learning writing
competences on higher education: a case study. ....................................................................... 89
Luis Burgos (Universidad de Córdoba, Colombia) ......................................................................... 90
Using self recorded audios to improve oral production in 8th graders in a public school. ....... 90
Maria Marcelina Pacheco Madera (Universidad de Córdoba, Colombia) Eliana Valentina Soto
Redondo (Universidad de Córdoba, Colombia) ............................................................................. 91
A phenomenological description of ninth grader’s motivation towards efl learning process. . 91
Paola Navarro (Universidad de Córoba, Colombia) Andrea Bárcenas (Universidad de Córdoba,
Colombia) Gustavo Salinas (Universidad de Córdoba, Colombia) ................................................ 92
The use of content-based instruction to improve oral communication in EFL classrooms. ...... 92
Laura Durango (Universidad de Córdoba, Colombia) Leydis Vidal (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 93
A phenomenological description: the teachers' lived experiences who have to implement
technology in their teaching process. .......................................................................................... 93
Luz Karina Mejía (Universidad de Córdoba, Colombia) Omis Johana Espitia (Universidad de
Córdoba, Colombia) ...................................................................................................................... 94
Improving 10th graders´ reading comprehension through digital platforms. ........................... 94
Karen Villera (Universidad de Córdoba, Colombia) Angela Pinto (University of Córdoba,
Colombia) ...................................................................................................................................... 95
Leadership skills of English teachers inside the classroom in a secondary public school in
Montería. ...................................................................................................................................... 95
Reinel Oyola (Universidad de Córdoba, Colombia) Josué Ortega (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 96
Flipping the R2L class to engage tenth-grade students in oral exposition texts. ....................... 96
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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10 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Shirley Redondo (Universidad de Córdoba, Colombia) Rose Petro (Universidad de Córdoba,
Colombia) ...................................................................................................................................... 97
The lived experience of 11th grade president students while playing a leadership role at public
urban institutions: A phenomenological study. .......................................................................... 97
Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango
Caballero (Universidad de Córdoba, Colombia) ............................................................................ 98
Using songs for developing vocabulary learning and speaking skills. ........................................ 98
Acknowledgments ............................................................................................................................ 99
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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11 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Organizing Committee
Liliana Valle Zapata, Mg. Head- Department of Foreign Languages Sonia Jerez, PhD. Conference Chair
Jose David Herazo Rivera, PhD., Academic committee Chair Paula García Montes, Program Committee Pedro Aguas, Ph.D., Program Committee
Cristobal Zuñiga., Program Committee Jaime Nieto., Program Committee
Estefany González., Program Committee Erika Ruiz., Program Committee
Jorge Yepez., Program Committee Deimer Bohorquez., Program Committee
Tatiana Becerra Posada, Program Committee
Universidad de Córdoba, Montería, Colombia.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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12 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Reviewers
Adolfo Arrieta Carrascal, PhD., Candidate, Universidad de Sucre, Colombia
Anamaría Sagre, PhD. Candidate, The University of Arizona, USA Cristina Boccia, Mag., Universidad Nacional del Cuyo, Argentina
Cristobal Zuñiga, Mag. Universidad de Córdoba, Colombia Danilsa Lorduy, Mag., Universidad de Córdoba, Colombia
Diana Arroyo Ensuncho, Phd, Candidate, Indiana University, USA Diana Gómez, PhD. Candidate, University of Pittsburgh, USA
Doris Correa, PhD., Universidad de Antioquia, Colombia Laura Flores, PhD. Candidate, Universidad Católica de Chile, Chile
Francis J. Troyan, PhD., Ohio State University, USA Gabriel Cote, PhD., Universidad de Pamplona, Colombia
Gabriela Pugliese, Mag., Universidad de Córdoba, Colombia Ivan Flores, Mag., Universidad de Antioquia, Colombia Jaime Usma, PhD., Universidad de Antioquia, Colombia
Jose Aldemar Alvarez, PhD., Universidad del Valle, Colombia Juan Carlos Pastrana, PhD Candidate, Universidad de Córdoba, Colombia
Kristin Davin, PhD., University of North Carolina, USA Leonardo Pacheco Machado, Mag., Universidad de Córdoba, Colombia
Liliana Valle Zapata, Mag., Universidad de Córdoba, Colombia Loretta Fernandez, PhD., University of Pittsburgh, USA
Luz Karime Calle, PhD., Universidad del Norte Margaret Gillian Moss, PhD, Universidad del Norte, Colombia
Moisés Perales, PhD., Universidad de Quintana Roo Myriam Abdel-Malek, PhD., University of Pittsburgh, USA
Nayibe Rosado Mendihueta, PhD., Universidad del Norte, Colombia Norma Barletta, PhD., Universidad del Norte, Colombia Paula Garcia, Mg., Universidad de Córdoba, Colombia
Pedro Aguas Castillo, Ph.D., Universidad de Córdoba, Colombia Sonia Jerez, PhD., Universidad de Córdoba, Colombia
Stefano Maranzana, Southern Methodist University, USA Tatiana Becerra, Mg., Universidad de Córdoba, Colombia Teresa Benítez, Mag., Universidad del Norte, Colombia
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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13 Universidad de Córdoba, School of Education, Department of Foreign Languages.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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14 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Plenary
Speakers
Presentations
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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15 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Genre-based pedagogy and the teaching of foreign
languages.
Jose David Herazo (Universidad de Córdoba, Colombia)
jherazo@correo.unicor.edu.co
Abstract
Genre-based pedagogy (GBP) is an instructional approach that seeks to promote
students’ comprehension and production of texts. Grounded in Systemic Functional
Linguistics, the pedagogy adopts the notion that any oral or written act of social
communication constitutes a text. In turn, texts are exemplars of particular genres, that
is patterned ways of using language according to the context of communication. GBP
takes texts as the starting point for planning, developing and assessing instruction to
develop students’ ability to create meaning. In this talk I present key principles and
practices of GBP. Using examples of teachers' use of GBP during the last five years, I
will show how the pedagogy has been material for focusing instruction on
communication, organizing curricular sequences of increasing complexity in foreign
language programs, teaching grammar in favor of meaning, making decisions on what
to teach and when, designing more informative and outcome-oriented assessments, and
empowering teachers with specialized knowledge about texts and pedagogy.
Biodata
Jose David Herazo is full time professor at Universidad de Córdoba (Montería,
Colombia), where he works as a teacher educator in the Department of Foreign
Languages. He holds a PhD. in Language Literacy and Culture (University of
Pittsburgh, USA) and a Masters in Education (Universidad del Norte, Colombia). His
research focuses on applications of systemic linguistics and sociocultural theory to L2
instruction and teacher preparation. His latest projects are concerned with
understanding how L2 teachers learn Dynamic Assessment and how such learning
may transform their praxis and with exploring how teachers’ adoption of genre-based
pedagogy may serve to develop students’ ability to create meaning in an L2. Mr.
Herazo has published various books, book chapters and papers in worldwide
recognized journals.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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16 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Incorporating intercultural communicative
competence into our teaching practices.
Sarah Wagner (University of Pittsburgh, United States)
Abstract
A crucial instructional goal in the foreign language classroom is developing students’
intercultural communicative competence (ICC). While there are several theoretical
frameworks, definitions, and models of ICC, foreign language teachers continue to
face challenges in incorporating it into our teaching practices. Byram’s intercultural
communicative competence model, one of the most well-respected in the field,
disaggregates the concept into three dimensions: knowledge, attitudes, and skills.
Using this model as a guide, - and with a particular emphasis on ICC attitudes of
curiosity, openness, and the ability to suspend judgment - strategies of incorporating
intercultural communicative competence into our classrooms will be shared.
Specifically, how does the explicit teaching of multiple cultural contexts shape English
language learners’ ICC attitudes? How does highlighting the relationships between
language and identity, particularly at a local level, position our students to enhance
their intercultural communicative competence? And finally, how does grappling with
issues of power, privilege, and prejudice deepen our students’ willingness and abilities
to engage constructively and respectfully with those who are different from them?
Teachers / attendees will leave this session with a strong grasp of Bryam’s model, an
understanding of the importance of incorporating ICC in their classrooms as well as
the inspiration to further delve into the critical nexus of intercultural communicative
competence and language development.
Biodata Dr. Sarah Wagner is the Director of the VIH Program in the Center for International
Studies at the University of Pittsburgh. In her current role, she oversees a legacy
program from The Heinz Endowments that offers international experiences, leadership
development, and community engagement experiences to underrepresented women at
fifteen colleges and universities throughout Pennsylvania. Dr. Wagner is also an
adjunct faculty member in the Graduate School of Public and International Affairs
(GSPIA), and she was recently awarded a Chancellor’s award for mentorship. She has
spoken about various aspects of international education in Barcelona, Prague,
Shanghai, and Colombia as well as at conferences across the United States.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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17 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Educacion superior en Israel e interculturalidad.
Beatriz Katz (Gordon College - Haifa Academic Institute, Israel)
Abstract
La presente ponencia tiene el objetivo de abordar y analizar el marco en el que se
están desarrollando los procesos de Internacionalización y la Tecnopedagogía en el
Instituto de Educación Superior Gordon College Haifa. Para empezar, es de
conocimiento de todos, que vivimos en un tiempo de cambios constantes, acelerados
y profundos y a diferencia del pasado la circulación de ideas y personas no se
circunscribe a áreas en escala de país o región, sino que por el contrario va mucho
más allá de las fronteras geográficas. De tal manera que, el territorio y el espacio
geográfico van cediendo su importancia a nuevos mapas de la realidad, muy alejada
al carácter de nación-estado-territorio, más cercana y relacionada a un concepto de
movilidad y globalización. Así, en la definición del concepto de Internacionalización
que adoptamos e implementamos en el instituto Gordon College, se evidencia tanto
la dimensión internacional como la intercultural, a fin de resaltar el hecho de que la
internacionalización no está orientada ni restringida sólo a los estados-nación, sino
que incluye e incorpora a los diferentes grupos étnicos-culturales de un país. La
Tecnopedagogía y las Tecnologías de la Información y Comunicación (TIC)
fortalecieron la dinámica al permitir que la globalidad llegue al mundo con un simple
clic, eliminando así las barreras espaciotemporales. La internacionalización y la
Tecnopedagogía al servicio de la educación son, por tanto, las herramientas ideales
mediante las cuales se busca preparar a los futuros profesionales para convivir en
este mundo interconectado.
Biodata
Mrs. Kats holds a Ph.D. in Education and technology from University of
California in USA, a master in Hispanic culture from University of Alcala in
Spain and a B.A in Educational phycology from Burlington USA. Her main
research interests are technology and education, leadership and educative
empowerment, teaching strategies, curriculum planning, multiculturalism,
teaching and learning in heterogeneous classrooms.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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18 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Internacionalización y Tecnopedagogía en la
Educación Superior.
Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel)
Abstract
La presente ponencia tiene el objetivo de abordar y analizar el marco en el que se
están desarrollando los procesos de Internacionalización y la Tecnopedagogía en el
Instituto de Educación Superior Gordon College Haifa. Para empezar, es de
conocimiento de todos, que vivimos en un tiempo de cambios constantes, acelerados
y profundos y a diferencia del pasado la circulación de ideas y personas no se
circunscribe a áreas en escala de país o región, sino que por el contrario va mucho
más allá de las fronteras geográficas. De tal manera que, el territorio y el espacio
geográfico van cediendo su importancia a nuevos mapas de la realidad, muy alejada
al carácter de nación-estado-territorio, más cercana y relacionada a un concepto de
movilidad y globalización. Así, en la definición del concepto de Internacionalización
que adoptamos e implementamos en el instituto Gordon College, se evidencia tanto
la dimensión internacional como la intercultural, a fin de resaltar el hecho de que la
internacionalización no está orientada ni restringida sólo a los estados-nación, sino
que incluye e incorpora a los diferentes grupos étnicos-culturales de un país. La
Tecnopedagogía y las Tecnologías de la Información y Comunicación (TIC)
fortalecieron la dinámica al permitir que la globalidad llegue al mundo con un simple
clic, eliminando así las barreras espaciotemporales. La internacionalización y la
Tecnopedagogía al servicio de la educación son, por tanto, las herramientas ideales
mediante las cuales se busca preparar a los futuros profesionales para convivir en
este mundo interconectado.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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19 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Importance of Inter-cultural and Multicultural
Perspectives in Designing Educational Programs
for Teaching and Learning of Languages.
Rhonda Berger Sofer (Gordon Academic College of Education, Israel)
Abstract
Teaching and Learning Languages requires more than just teaching grammar, syntax
and vocabulary. The importance of the cultural context of language and mediating
language teaching and learning and culture has been the topic of many studies and
research since the 1980’s (Valdea and Swan 1986, Buttjes and Byram 1991, Byram,
Gribkova and Starkey 2002 and Hinkel 2011). This presentation discusses the
dynamics and importance of integrating inter-cultural and multicultural perspective in
designing educational programs in general, especially those related to the teaching and
learning of languages. Designing educational programs however is just the first phase
necessary for teaching and learning innovative curriculum. There are processes
involved in implementing the innovative curriculum successfully which also require
multicultural and inter-cultural competencies. These processes will be presented
through analyzing case-studies of European Commission Curriculum Reform Capacity
Building Programs that successfully integrated inter-cultural and multicultural
perspectives in several disciplines, including language teaching and learning.
Biotada
Dr. Rhonda Sofer, Director of the International Center and the Center for
Multicultural Education at Gordon Academic College of Education is an applied
anthropologist who has been working in the field of teacher training for over 30
years. She has a BA from Fairleigh Dickson University, Madison Campus New
Jersey and M. Phil and PhD. From Rutgers, The State University of New Jersey. Dr.
Sofer is considered an expert in designing and implementing international educational
programs on topics ranging from Diversity, Multicultural Education, Promoting Civic
Education and Democracy and more. She is presently coordinating an European
Commission ERASMUS+ Key Action 2.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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20 Universidad de Córdoba, School of Education, Department of Foreign Languages.
The Human Factor to Profitability: Building a
People-Centered culture for Long-term Success.
Jeanette Black (University of Wisconsin Stout, United States)
blackj@uwstout.edu
Abstract
A key leadership imperative for organizations is driving organizational profitability. In
this session, we invite participants to engage in dialogue about The Human Factor to
Profitability: Building a people-centered culture for long-term success, authored by the
facilitator, Dr. Jeanette Black. This presentation will describe the careful process and
components necessary to create a people-centered culture – a culture that is the
principal driver for increased profitability and long-term sustainability for
organizations. The focus of this session is to showcase the evidence-based research
using phenomenology of a people-centered approach and the impact on organizational
profitability and productivity while engaging participants in discussion about the topic
and implications for decision making for leaders, managers, and supervisors.
Biodata
Dr. Black graduated from the University of St. Thomas, Minneapolis, MN Doctoral
Program in Organization Development in 2007. Her Doctoral Research investigated
the lived experiences of women in their workplace relationships with supervisors and
their use of Emotional Intelligence Competencies leveraging phenomenology
methodologies. Dr. Black is also a certified Senior Human Resource Professional and
instructor for the Society for Human Resources (SHRM). Dr. Black is the featured
author for the book chapter, “Employee Centered Safety Cultures: Individual and
Corporate Social Responsibility, in Safety, Leadership and Professional Development,
2018, for the American Society for Safety Professionals and the National Safety
Council. Dr. Black has published the book chapter titled: Leading People Centered
Cultures in the Global Encyclopedia of Public Administration, Public Policy, and
Governance, Springer Publishing, New York, NY. Dr. Black has been a featured in a
long list of regional, national and international conferences.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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21 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Becoming literate in a foreign language: Student
teachers’ personal literacy practices.
Sonia Jerez (Universidad de Córdoba, Colombia)
sjerez@correo.correo.unicor.edu.co
Abstract Teachers usually have to select topics, texts, activities and resources that can support
students’ language learning. However, they seldom acknowledge the literacy
experiences students hold outside the classroom and their engagement in unofficial
worlds through internet-connected devices. Thus, this presentation reports findings
from a qualitative case study on how students are building a literacy in a foreign
language with personal literacy practices that allow them to interpret and create
meaning through texts, communicate, interact and learn, while connecting to peers
who share specialized and niche interests whether they participate in social networks,
online gaming, or specialized websites on topics of their interest. Following the New
Literacy Studies (NLS) framework (Gee, 1990, Street, 1993, Pahl & Rowsell, 2009), it
is argued that students’ literacy is more than reading and writing as two separate skills,
and instead it is related to social purposes and with getting things done in particular
times and places. Though, there is still much to learn about how and what students are
learning through their personal literacy practices and in what ways they are
contributing to their academic literacy, the initial findings highlight that students are
increasingly using online spaces to collaborate and communicate through self-directed
and interest-based literacy practices that allow them to share texts with authentic
purposes and audiences.
Biodata Mrs. Jerez is a full time professor at Universidad de Córdoba in Monteria (Colombia)
in the department of Foreign language Languages. She holds a bachelor in foreign
languages from industrial University in Santander (UIS), a Master degree in Applied
Linguistics to the teaching of English as a foreign language from University Francisco
José de Caldas University, and she is a doctor in Educational Sciences from University
of Cartagena. Her main research interests are related to the good reading and writing
practices that foreign language students have in and out of the classroom, the use of
digital texts to support language learning and teacher training, and the new literacy
practices student teachers and in-service teachers bring to their classroom. Mrs. Jerez
has also published various papers in recognized journals.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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22 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Concurrent
Sessions
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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23 Universidad de Córdoba, School of Education, Department of Foreign Languages.
New Literacies: Videogaming for learning a second language. Luis Alfonso Calderín (Universidad de Córdoba, Colombia)
Abstract
The implementation of videogames have created a significant gaming
culture among young people. The state of the art of inclusion of
videogames, specifically MMOG and MMORPG, in the Colombian
context suggests that despite the existence of many studies dealing with
ICT´s, there is little research on MMOG in our country. Besides, many
parents and teachers believe prohibition for students from playing
videogames is the most suitable solution to literacy-related problems. This
paper reports a research experience of an after-school context that adopts a
popular videogame for English language learning. Through game-play
inside the game students performed different language challenges inside
the virtual world. Observation, participants´ artifacts and interviews were
used to collect data about the literacy practices when video gaming and the
effects on learning English as a foreign language. The results show that
students engage in two categories of EFL literacy practices: literacy
practices inside the game and literacy practices beyond the game. The
conclusion can also be drawn that students learned language determined by
the engagement in multiliteracies. These results unveil the idea of using
virtual worlds and digital-story telling to fulfill the requirements of 21st
century education.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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24 Universidad de Córdoba, School of Education, Department of Foreign Languages.
The Value of Study Abroad: Mapping opportunities for yourself and others. Rigoberto Castillo (Universidad Distrital Francisco José de Caldas, Colombia)
Abstract
Information on academic exchanges is abundant, yet very disperse. The
faculty and students cannot make sense of offers without a career
development plan. Campus international offices, departments, and faculty
should not only have a policy of mobility but also join in efforts to guide
students and their families to make decisions that enhance their formation.
This presentation draws on a study and training in campus
internationalization conducted by the Institute of International Education
that concluded that “Institutions are more vital and attractive places when
they are internationalized, and these qualities strengthen their local
communities.” It also concluded that “students and faculty return to their
home countries with a more accurate, nuanced understanding of cultures
and scholarship.” In campus internationalization, orientation is needed to
mobilize institutional and personal resources. The presenter speaks of the
credentials a student, a graduate, a faculty member or a professional should
prepare to study, work, obtain a teaching position, an internship or a short
term opportunity abroad. For example, research and publications constitute
a springboard for professional development. The audience will learn about
organizations, programs, and opportunities, and more importantly, will
learn to outline a feasible long-term action plan for themselves or other
stakeholders.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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25 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Safe speaking environments – What? Why? How? Yeni Jiménez (Cambridge University Press, Colombia
Abstract
Many students measure their own progress through their ability to speak in
spontaneous situations. However, within the classroom, getting students to
actively participate in speaking activities can often be a challenge due to fear
of judgement and/or lack of confidence. This presentation describes practical,
research-informed advice for teachers on how to create a judgement-free
classroom – a “safe speaking environment” - by integrating findings from
research on peer interaction and teacher feedback
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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26 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Experiencing EtnoEnglish through the National Suggested Curriculum
Adolfo Arrieta (Universidad de Sucre, Colombia) Diana Jaraba (Insitucion Educativa Indigena San Antonio Abad, Colombia)
Abstract
English teachers often find difficulties adapting the national curriculum
proposals to their local contexts (Leite, Fernandes, & Figueiredo, 2013;
Pierce et al 2015; Correa & Gonzalez 2016).They often assume a
reproductive stance towards the national curriculum development resulting
most of the time in irrelevant curriculum enactment and learning processes.
This workshop has as a main purpose to demonstrate how we can be
accountable as English teachers to glocal needs and it is the result of a
research carried out at Insitucion Educativa Indigena San Antonio Abad in
San Antonio del Palmitos, Sucre, Colombia. The curriculum is assumed
from a humanistic and learner centered perspective (Dewey, 1959; Slattery,
2006) and we consider knowledge as a complex intercultural process of
negotiation of meanings wherein the community cultural capital serve as a
tool to develop communicative competence and identities. In this
workshop, participants will experience how they can contextualize the
Suggested Curriculum to Zenu indigenous students’ socio-cultural needs.
Firstly, we will present the Etnoenglish pedagogical principles, then
participants will engage in developing an Etnoenglish lesson plan, after
they will have the opportunity to share their lesson plan experience and
finally they reflect on the significance of the workshop for their
professional practice.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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27 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Educacion superior en Israel e interculturalidad
Beatriz Katz (Gordon College - Haifa Academic Institute, Israel)
Abstract
La presente ponencia tiene el objetivo de abordar y analizar el marco en el que
se están desarrollando los procesos de Internacionalización y la
Tecnopedagogía en el Instituto de Educación Superior Gordon College Haifa.
Para empezar, es de conocimiento de todos, que vivimos en un tiempo de
cambios constantes, acelerados y profundos y a diferencia del pasado la
circulación de ideas y personas no se circunscribe a áreas en escala de país o
región, sino que por el contrario va mucho más allá de las fronteras
geográficas. De tal manera que, el territorio y el espacio geográfico van
cediendo su importancia a nuevos mapas de la realidad, muy alejada al carácter
de nación-estado-territorio, más cercana y relacionada a un concepto de
movilidad y globalización. Así, en la definición del concepto de
Internacionalización que adoptamos e implementamos en el instituto Gordon
College, se evidencia tanto la dimensión internacional como la intercultural, a
fin de resaltar el hecho de que la internacionalización no está orientada ni
restringida sólo a los estados-nación, sino que incluye e incorpora a los
diferentes grupos étnicos-culturales de un país. La Tecnopedagogía y las
Tecnologías de la Información y Comunicación (TIC) fortalecieron la dinámica
al permitir que la globalidad llegue al mundo con un simple clic, eliminando
así las barreras espaciotemporales. La internacionalización y la
Tecnopedagogía al servicio de la educación son, por tanto, las herramientas
ideales mediante las cuales se busca preparar a los futuros profesionales para
convivir en este mundo interconectado.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
____________________________________________________________________________________________________________
28 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Implementing PBL assessed by E-portfolios to foster Oral fluency Skill in an EFL setting
Aura Melissa Galvan De la Ossa (Universidad de Cordoba, Colombia)
Abstract
The necessity of a learner- centered approach that lifts 21st century skills
and the lack of oral fluency drove the ongoing mixed method Action
Research study which intended to explore the implementation of Project-
Based Learning (PBL) assessed by Electronic-Portfolios (E-P) to foster
Oral fluency skill in an EFL setting. Two questions guide this study:
1.What changes in Oral fluency skill might take place after the
implementation of PBL assessed by E-P in EFL learners? 2.To what extent
do students develop a self-view on their progress after using PBL assessed
by E-P? The study was divided into three cycles, C1Pre-Research, C2
Research in action and C3 post research. The data collection techniques to
gather the information such as observations, field notes and audio-
recordings provided the following findings through checklist, pre-post
tests, lesson planning, longitudinal and Thematic analysis in C1 and C2
cycles (1) the input on compensation strategies enhanced oral fluidity (2)
the rate of fluency factors, in particular, Frequency of pauses, reduced
notably, False starts fluctuated and Self-correction maintained a constant
level in A1 apprentices’ speech production during the implementation of
PBL and “PET” principles. Concerning assessment, initial findings on the
use of E-P are being unfold.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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29 Universidad de Córdoba, School of Education, Department of Foreign Languages.
The Use of a Genre-Based Approach to Promote Writing Skills Through Instructional Texts in a Colombian 11th EFL Classroom Julián Hernández Contreras (Universidad de Sucre, Colombia)
Abstract
This presentation seeks to describe the impact that a research study on
teaching instructional texts from a Systemic Functional Genre-Based
Approach perspective had on 11th EFL students’ writing skills. This
perspective focused on texts as the main unit to convey meaning and
increase the linguistic awareness of the students measuring the evolution of
their meaning-making potential through a tool based on communication
(Herazo, 2012; Swales, 1999). As an action-case study, the intervention
was partially achieved through the use of an online video game called
“Papa’s Pizzeria” that has a context based on daily life issues, as it is
buying a pizza, and that follows a pattern in telling players what to do and
how to do it. First of all, I will present the setting where these goals were
attempted to be reached. Then, an explanation of the framework that
supports my research based on GBA concerning the comprehension and
the production of texts in English will be given. Finally, based on the video
game and some pedagogical principles (Rothery & Stenglin, 1999; Martin
& Rose, 2012), I will show my intervention plan along with the obtained
results in which the different features of instructional texts were also
shaped.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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30 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Construction de l'identité professionnelle: « enseignant-chercheur » chez les étudiants de la Licence en Langues Étrangères de l’Université de Pamplona: une étude narrative. Iván Darío Vargas (Universidad de Pamplona, Colombia)
Abstract
La recherche sur la construction identitaire des futurs formateurs en
langues revêt une grande importance car elle permet aux programmes de
Licence d’améliorer leurs processus académiques, formatifs, réflexifs et de
recherche contenus dans leur Mission et leur Vision. En effet, le cadre
normatif du Conseil National d’Accréditation (CNA, 2013) invite aux
programmes académiques colombiens à réfléchir autour de la Mission et de
la Vision formulées dans le Projet Éducatif Institutionnel (PEI) et le Projet
Éducatif du Programme (PEP) par rapport à l’articulation et à la cohérence
entre le curriculum et le profil professionnel des futurs diplômés.
Faire une recherche sur la construction identitaire du futur diplômé en
langues en tant que « enseignant-chercheur » s’avère important, car elle
permet de réfléchir à l’efficacité des processus d’enseignement, au rôle de
la recherche formative et aux dispositifs mis en place pour atteindre cet
objectif promulgué par ce programme de formation initiale.
Dès une perspective de la recherche narrative (Chase, 2015), cette étude a
pour but comprendre et décrire la construction identitaire que les futurs
formateurs en langues ont élaborées autour de l’identité « enseignant-
chercheur » à travers de douze récits de vie recueillis à travers le journal de
bord de 4 participants.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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31 Universidad de Córdoba, School of Education, Department of Foreign Languages.
L’étude d’inclusion: une façon de renforcer la compétence sociolinguistique chez les étudiants de FLE niveau B1 Heiner José Torres Álvarez (Universidad de Pamplona, Colombia) Ysmay Elisa Jaimes Jaimes (Universidad de Pamplona, Colombia)
Abstract
L’inclusion est un sujet qui a suscité beaucoup de controverses á l’intérieur
des sociétés existantes. Actuellement, il existe des populations dites
vulnérables qui souffrent des menaces tous les jours à cause de problèmes
au niveau cognitif, physique, religieux ou intellectuel. En ce qui concerne
les contextes de formation professionnelle, le manque d'information et de
formation chez les futurs diplômés en termes d'inclusion font preuve des
faiblesses que possèdent les systèmes éducatifs.
À cette fin, on a croisé certains éclairages théoriques par rapport à
l’inclusion sociale (Centre for Economic and Social Inclusion, 2002), le
concept de compétence sociolinguistique (Conseil de l’Europe, 2001, p.18,
93), et la perception d’inclusion éducative (UNESCO, 2005).
Cette recherche action mené dans une licence en langues étrangères d’une
Université publique en Colombie a pour objectif principal l'implémentation
des ateliers de renforcement vers les théories de l'inclusion pour améliorer
la compétence sociolinguistique des étudiants de FLE niveau B1. Pour
rendre compte des résultats de cette étude, les instruments de collecte de
donnée utilisée ont été deux entretiens semi-directifs, un journal de bord, et
trois ateliers pédagogiques.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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32 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Un regard sur l'altérité en classe de français langue étrangère Laura Marcela Torres Álvarez (Universidad de Pamplona, Colombia)
Abstract
Les méthodologies et les perspectives utilisées au cours des dernières
décennies pour l’enseignement des langues impliquent la préparation de
l’étudiant aux échanges en langue étrangère. Subséquemment, il est
nécessaire de l’aider à développer non seulement une compétence
communicative en langue cible, mais à avoir un regard critique devant son
interlocuteur et à jouer le rôle de médiateur culturel. Dans le cas particulier
d’une licence en langues étrangères en Colombie, on a identifié un travail
culturel axé sur la comparaison de faits sociaux et des séances limitées en
durée qui ne laissent pas analyser les réactions des étudiants face aux
réalités de l’Autre (Torres, 2018). La présente recherche action a suivi un
processus d’observation, d’implémentation et d’évaluation à l’heure de
créer un espace de formation permettant la mise en œuvre de l'approche
méthodologique proposée par Beacco (2018) pour le travail de l’altérité en
classe de langue. De cette façon, 10 rencontres pédagogiques ont été
organisées avec un groupe d’étudiants de FLE, niveau B1. Des entretiens,
un journal de bord et une analyse de documents ont aidé à recueillir les
données. L’analyse interprétative (Hatch, 2002) a permis d’étaler qu’il est
possible de contribuer au développement des compétences analytiques
chez les apprenants.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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33 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Perceptions des stagiaires par rapport à l’enseignement de la grammaire dans un cours de FLE : une étude phénoménologique.
Viana Pesca (Universidad de Pamplona, Colombia)
Abstract
La Licence en Langues de l’Université de Pamplona compte avec un
dispositif favorisant la mise en place des stages professionnels des futurs
enseignants. Ceci est appelé Espaces de Pratique et vise à accompagner la
formation pédagogique des étudiants. De même, il est un moyen pour que
les étudiants aient un premier rapprochement à l’enseignement du français
à travers le cours de Didactique. Cette étude analyse les perceptions que les
stagiaires ont par rapport au traitement de la grammaire en cours de FLE
d’après leur expérience pédagogique et leurs connaissances préalable. Le
cadre théorique aborde quelques notions par rapport à l’enseignement de la
grammaire (Cuq, 2003), (Tanriverdieva, 2002), l’approche communicative
et le concept de notion grammaticale, (Besse, 1991). Quatre participants
ont été choisis à travers un échantillonnage aléatoire. De même,
l’observation non-participative et l’entretien directif ont été les instruments
utilisés. On utilise l’analyse interprétative (Patton, 2002) à travers des
critères de validation tels que la réflexion de l’expérience des participants,
la relevance et la véracité de leurs apports. Les résultats révèlent la place
donnée à la grammaire, la perspective adoptée par les stagiaires, son rôle
lors de l’interaction et les représentations des stagiaires par rapport au
traitement de la grammaire.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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34 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Peace construction in ELT: Throughout the field metamorphosis
Yeraldine Aldana (Doctorado Interinstitucional en Educación-Universidad Distrital Francisco Jose de Caldas, Colombia)
Abstract
Some people may consider innovations in ELT as encompassing
instrumental proposals where language as a structure or a communication
means plays the major role. This study attempts to go beyond that
instrumentalization of the Applied Linguistics to the teaching of English
field in Colombia. The research question was: What transformations does
the Applied Linguistics field experience through English teachers’
proposals in pedagogical innovations towards peace construction in ELT?
Theoretical concepts, including Critical Applied Linguistics (CAL), peace
construction and teachers’ subjectivities inform this study. Methodological
decisions embrace the Qualitative approach as an interpretive one to tackle
reality from less normative frames. Data collection methods involved semi-
structured interviews with 4 participants as language teachers who
proposed peace construction differently. I applied document revision as a
data collection strategy, considering formal and informal texts. Grounded
data analysis and certain principles of CDA guided interpretations of data.
Preliminary findings suggest that the AL field may experience some
transformations based on an interdisciplinary liaison between ELT and
peace construction in its multiple versions. To explain these
transformations, the grounded metaphor on “butterfly metamorphosis” is
employed. Teachers’ proposals reflect epistemological and ontological
transitions in AL that challenge instrumental interests to teach and research
in this field.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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35 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Teachers’ professional development and professional learning communities to teach English at a primary school.
Alex Diaz (Universidad de Córdoba, Colombia)
Abstract
The purpose of this paper is to present a research proposal which aims to
assess the impact of professional development practices and learning
experiences on teachers’ knowledge for changing classroom practices at
San José Del Pantano School. Guided by a case study, this research
implements multiple sources of data collection, including interviews and
observations. The study may offer insights about nurturing language
teacher professional learning communitites (PLCs) and overcoming
contradictions during their participation in PLCs. This study focuses on the
shifts of identity, thinking and practice that occurs on in-service teachers’
to examine how the repositioning of mentor teachers as fellow teacher
educators allows for understanding and representing their role. The review
of literature suggests that partnerships within PLCs can enhance learning
opportunities for all participants when commitments are made to creating
collaborative and dialogical spaces to support new approaches to teacher
education.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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36 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Content Based Instruction: a Tool for Communication in Beginners Yudis Contreras Martínez (Universidad de Cartagena, Colombia)
Abstract
This paper aims to analyze how Content Based Instruction Approach
(Richards and Rogers 2001)1 facilitates foreign language acquisition in
beginners. It arose as a critical analysis that, first, examined students´
appropriation of new vocabulary coming from academic fields2 and,
second, revised the incorporation of these new lexica in both: academic
language activities and those related to daily life. This interest came from a
bias concept: it was absolutely necessary to establish first strong language
basis before using content as a mean of communication3. The ultimate goal
was to observe, in three terms during a semester, how much was
spontaneous language used while having theme based as a framework, and
how high the communicative competence was4. The evolution of this
process was seen via a comparing and contrasting methodology that
evaluated activities per term, applied in 15 first semester students from the
Foreign Language program at Universidad de Cartagena5.
Key Words: content based instruction, communication, spontaneous
language, foreign languages.
1 Richards and Rogers (2001). Approaches and Methods in Language Teaching (2
nd edition). Cambridge:
Cambridge University Press. 2 Based on theme based textbooks used in classes: Burgmeier, A., & Lange, R. (2014). Inside writing 1: the
academic word list in context. New York: Oxford University Press. 3 Dupuy Beatriz (2000) “ Content-Based Instruction:Can it Help Ease the Transition
from Beginning to Advanced Foreign Language Classes?”. Foreign Language Annals. Vol. 33, No. 2. 4Role plays, exams, presentations, mocks of international exams, interviews, etc.
5 My credits for the class FP72102 - INGLES I, semester 2019-I, from where I took some samples at random
and without mentioning any particular name, to illustrate the follow up process or this research.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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37 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Exploring R2L adaptations for EFL students’ oral production Tatiana Becerra Posada (Universidad de Córdoba, Colombia) Paula Garcia Montes (Universidad de Córdoba, Colombia) Juliana Pastrana (Unicordoba, Colombia)
Abstract
Reading to Learn (R2L) is a literacy development model derived from
genre-based pedagogy. R2L follows a set of strategies for enabling learners
to read and write successfully at grade level in the curricular areas. It has
been used in different countries for the development of literacy skills in
students’ first language and second language in different countries around
the world. However, very few studies have reported the use of R2L to
instruct learners in the development of oral skills in a foreign language.
This presentation reports on the results of an action-research study that
explored the adaptations an English teacher made in order to enable a
group of eighth-graders to understand and produce oral biographical
recounts in L2-English. Particularly, the study adapted the stages of the
R2L cycle for the comprehension and production of oral texts. Participants
in the study were a male English teacher and a group of eighth-grade
students from a secondary state school in Colombia whose results in
national standardized tests had been low, particularly in L2-English.
Analysis of observations, interviews, and production tasks, showed that
R2L successfully helped students to independently produce oral
biographical recounts, increasing consistency in the structure of students’
texts.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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38 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Developing academic literacy in a language teaching BA program
Maria Del Rocio Dominguez Gaona (Universidad Autónoma de Baja California, Mexico) Jitka Crhová (Universidad Autónoma de Baja California, Mexico) Myriam Romero Monteverde (Universidad Autónoma de Baja California, Mexico)
Abstract
This paper presents the findings of a research project aimed at analyzing
pre-service language teachers’ development of English academic literacy at
a BA in language teaching at a Mexican university. Second language
literacy is a key issue in language teaching education programs;
particularly when this is the language students will teach and still needs
improvement. Researchers focused their attention on aspects of the
student´s academic literacy development that allowed them to reflect on
what, who, how and why students read and write during the program as
they gain pedagogical skills. They used a qualitative approach to conduct
this small-scale study. Participants were 14 senior students of a BA in
language teaching. A narrative frame was used to gather data. Narratives
were categorized using the content analysis technique, which allowed the
interpretation and report of results. In general terms, it was found that
students in this educational program understand the reasons why they are
asked to read and write and perceive the value of these skills in the
development of their profession at present and in the future. This is an
evidence of a possible success of the strategies used to improve the
students’ second language literacy development in this program.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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39 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Flipping the french language clases Gabriella Pugliese (Universidad de Córdoba, Colombia) Danilsa Lorduy (Universidad de Cordoba, Colombia)
Abstract
The use of technology is paramount in any learning process as part of an
evolved education that struggles with traditional classroom models.
Flipped learning is a pedagogical tool which allows learning to be
individualized and let group interactions to be more productive in
classroom spaces. There is a perceived need to optimize class time to
develop thinking skills and autonomy as part of the tertiary level
objectives. At Universidad de Cordoba language program, French language
class is an optional subject with two classes per week, which is not
sufficient to cope with its linguistics goals and thinking abilities
development (Bloom’s taxonomy). This presentation shows an on-going
research study aiming at using flipped learning approach in French classes
to help teachers and learners to achieve language course objectives and to
develop LOTs (Low order thinking abilities) and HOTs (High order
thinking abilities) as well. This qualitative action research may
demonstrate that flipped learning is an alternative approach to work on
potentiating time, building autonomy, promoting self –study and students’
independent learning. Moreover this project results will be the starting
point to apply this pedagogical approach to other languages, English, and
other content areas as well.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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40 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Peaceful Coexistence: The Impact of Bilingualism for Peace Project Liliana Beatriz Valle Zapata (Universidad de Córdoba, Colombia) Martha Paz Wechek (Universidad de Córdoba, Colombia) Yurisan Tordecilla (Universidad de Córdoba, Colombia)
Abstract
The Department of Córdoba has been an impoverished and violence-
wracked region in Colombia due to the influence of armed groups
operating outside the law, resulting in forced displacement, and little or no
access of low-income students from public primary schools to quality
education, especially in foreign languages. The University of Córdoba
through its Foreign Languages Licentiate Program proposed the outreach
project "Bilingualism for Peace". This project promotes educational equity
and peace through the development of English communicative competence
in children in vulnerable conditions in Monteria, Córdoba. This
presentation describes preliminary findings of an on-going exploratory-
descriptive research study which main purpose is to determine the impact
of the Bilingualism For Peace Outreach Project on the development of
peaceful coexistence of students in their schools and family contexts. To
collect the data one of the three schools where the project is being carried
out was chosen and a sample of 20% of the population (30 children and
their parents) were selected at random. Initial results showed
improvements on the students’ English level and changes on their life
attitudes, not only at schools, but also at their near contexts, with a high
component of family satisfaction and good behavior.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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41 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Promoting oral interaction skills trhough some cooperative learning activities Leiry Murillo (Universidad de Córdoba- Universidad del Sinú, Colombia)
Abstract
Interacting in a foreign language like English has become a concern in
language learners. Our main interest was to find out some activities that
fulfilled the need to contribute in the improvement of oral interaction with
more confidence in learners. To carry out this qualitative research,
Cooperative Learning Activities such as debates opened-questions, filling-
gap(survey), find the differences and reflection of narrative videos, were
implemented to promote oral interaction. After analyzing the data gathered
we concluded that oral interaction skills can be promoted through adequate
activities in the classroom. Firstly, adequacy should be ensured, in terms of
the amount of support that learners require for successful activity
accomplishment. A second issue is the communicative and cognitive
demands made by the activities; there was observed that difficulties
increased as learners passed from descriptive to narrative routines. Thus,
teacher support was necessary. A third issue, regards towards with using
cooperative learning, students worked together and supported each other to
improve their learning and complete the tasks. Moreover, cooperative
learning helped students to develop social skills, interpersonal relationship
and self-confidence. The findings support the view that skill-getting can
happen simultaneously, and some cooperative learning activities benefit
the current interaction and the overall learning process.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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42 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Educación Bilingüe: ¿Cómo calibrar la brújula? Zuleima Ahumada (Cambridge University Press, Colombia)
Abstract
Esta charla taller es una sesión de desarrollo profesional para directivos y
administradores de procesos de enseñanza del inglés. Se enfoca en
responder dos preguntas principales: ¿Cómo se estructura un programa de
educación bilingüe? ¿Qué factores deben considerarse durante el desarrollo
de un programa de educación bilingüe?
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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43 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Internacionalización y Tecnopedagogía en la Educación Superior
Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel)
Abstract
La presente ponencia tiene el objetivo de abordar y analizar el marco en el
que se están desarrollando los procesos de Internacionalización y la
Tecnopedagogía en el Instituto de Educación Superior Gordon College
Haifa. Para empezar, es de conocimiento de todos, que vivimos en un
tiempo de cambios constantes, acelerados y profundos y a diferencia del
pasado la circulación de ideas y personas no se circunscribe a áreas en
escala de país o región, sino que por el contrario va mucho más allá de las
fronteras geográficas. De tal manera que, el territorio y el espacio
geográfico van cediendo su importancia a nuevos mapas de la realidad,
muy alejada al carácter de nación-estado-territorio, más cercana y
relacionada a un concepto de movilidad y globalización. Así, en la
definición del concepto de Internacionalización que adoptamos e
implementamos en el instituto Gordon College, se evidencia tanto la
dimensión internacional como la intercultural, a fin de resaltar el hecho de
que la internacionalización no está orientada ni restringida sólo a los
estados-nación, sino que incluye e incorpora a los diferentes grupos
étnicos-culturales de un país. La Tecnopedagogía y las Tecnologías de la
Información y Comunicación (TIC) fortalecieron la dinámica al permitir
que la globalidad llegue al mundo con un simple clic, eliminando así las
barreras espaciotemporales. La internacionalización y la Tecnopedagogía
al servicio de la educación son, por tanto, las herramientas ideales
mediante las cuales se busca preparar a los futuros profesionales para
convivir en este mundo interconectado.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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44 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Importance of Inter-cultural and Multicultural Perspectives in Designing Educational Programs for Teaching and Learning of Languages Rhonda Berger Sofer (Gordon Academic College of Education, Israel)
Abstract
Teaching and Learning Languages requires more than just teaching
grammar, syntax and vocabulary. The importance of the cultural context of
language and mediating language teaching and learning and culture has
been the topic of many studies and research since the 1980’s (Valdea and
Swan 1986, Buttjes and Byram 1991, Byram, Gribkova and Starkey 2002
and Hinkel 2011). This presentation discusses the dynamics and
importance of integrating inter-cultural and multicultural perspective in
designing educational programs in general, especially those related to the
teaching and learning of languages. Designing educational programs
however is just the first phase necessary for teaching and learning
innovative curriculum. There are processes involved in implementing the
innovative curriculum successfully which also require multicultural and
inter-cultural competencies. These processes will be presented through
analyzing case-studies of European Commission Curriculum Reform
Capacity Building Programs that successfully integrated inter-cultural and
multicultural perspectives in several disciplines, including language
teaching and learning.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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45 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Fostering students’ out-of-class learning through a game-based approach using technological devices Ligia Martinez (CECAR, Colombia)
Abstract
The following study emerges because of the need to enhance English
language learning of students at Corporación Universitaria Del Caribe-
Cecar. To foster students’ learning it was taken into account the use of
technological devices in order to apply an active methodology called Game
Based Learning (GBL) to motivate students to learn and teach with it. The
population that was part of this study was eight students from early
childhood pedagogy degree in Sincelejo, Sucre. This is a qualitative study
to explore, discover and determine the students’ process through direct
observations and interviews to face this problem in the real context. One of
the findings of this research project was that students were able to improve
their speaking level through using the significant strategy. To conclude, it
is essential to mention that integrating this type of methodology, the
change was not just perceived from the students but also for their students’
learners in their pedagogical practicum.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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46 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Are pre-service teachers ready to become in-service EFL tutors? Possibilities of sociocognitive alignment in EFL tutoring practices.
Alix Johana Arrubla Buitrago (Universidad de Antioquia, Colombia) Cristian David Londoño Arroyave (Universidad de Antioquia, Colombia) Jose Pablo Pareja Díaz (Universidad de Antioquia, Colombia)
Abstract
Tutoring has become a language teaching-learning practice of interest
among researchers and pedagogues in language education. In the ESL/EFL
fields, socio-psycholinguistic and sociocultural theories have foregrounded
tutoring practices for the development of linguistic competence and
language skills. Moreover, tutoring practices in language education
contexts have been traced in cooperative and interactional events such as
peer tutoring sessions, expert-learner relationships, and tutor-tutee lessons.
However, little knowledge exists on the effects that tutoring practices held
between non-native pre-service teachers and EFL students have on English
learning. This ongoing qualitative study examines traces of sociocognitive
alignment during EFL tutoring lessons for the learner’s fluency
improvement by means of a multimodal interaction analysis model,
following theories by Dwight Atkinson (2011) and Charles Goodwin
(2000). Data yields from video recordings of three tutoring sessions held
between one novice tutor (pre-service teacher) and one EFL university
student (English level 1). Preliminary findings show that some semiotic
resources and affordances in tutor-tutee conversations, variations in tutor-
tutee roles/relationships, and the learning environment have seemingly
positive effects on the tutee’s fluency. Implications for language teaching
are under construction with regard to the pre-service teachers’ readiness to
become EFL tutors at university level from a sociocognitive approach to
ELT.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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47 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Literacy development with Jolly Phonics: Report of a Small-Scale Action Research Study Leidy Marcela Valbuena García (Universidad Distrital Francisco José de Caldas, Colombia) Nicolas Rocha Bernal (Universidad Distrital Francisco José de Caldas, Colombia)
Abstract
Children acquiring reading and writing in the first or in another language
struggle with memorization methods for spelling, phonetics, and
phonology. This presentation reports a small scale study with Jolly Phonics
which is a fun and child-centred approach to teaching literacy through
synthetic phonics. With steps for each of the 42 letter sounds presentation,
the multi-sensory approach motivates children and teachers, who can see
their achievement. A class of 15 boys and girls between the ages of 7-9
years old at a school in Bogotá learned a set of sounds in combination
rather than the names of the letters. With qualitative action research,
preliminary results indicate that participants enhanced the pronunciation
and discriminated the meaning of the sound-letter combinations of
expressions as cat, cop, can, bin, bat. The audience will be involved in
identifying expressions in English given in synthetic phonetics. They will
share how they tackle reading at early ages and discuss the potential of
Jolly Phonics in their contexts.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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48 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Implementation of Projects Based Learning methodologies including cross curricular components for English Language Teaching in Secondary Level Helmuth Torres Hernández (BOSQUES DE LEON SCHOOL, Colombia)
Abstract
This report presents the results of a research process aimed to determine
the perception of students from a private school about the inclusion of
Projects Based Learning elements to the regular English Language classes.
Despite the fact of being well directed and showing results, English classes
needed variations to make the language acquisition process more attractive
to students. The concepts of Projects Based Learning from Lipova, Knoll
and Kilpatrick were used as theoretical references together with the
experiences of Bas and Beyhan to determine the results obtained by
applying PBL methodologies in the development of multiple intelligences.
Furthermore, the theories of Psaltou-Joycey and Catapano in terms of
Cross-curricular approaches were analyzed. The process was carried out
through a cross sectional study. A random sample of Secondary Level
students at Bosques de León School in Sincelejo - Sucre was selected to
collect data through a LIKERT type survey composed by ten questions.
Results showed a positive impact of the application of PBL strategies,
inviting this way the school English team to continue implementing actions
and methods pointing to work through projects, extending the strategy to
Primary and 6th and 7th grades in Secondary.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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49 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Analysis of the classroom context to foster integrated skills in EFL through Task-Based Language Teaching in seventh grade at Integrado Juan Atalaya School Cindy Lizeth Niño Parada (Universidad Santo Tomás, Colombia)
Abstract
The Integrado Juan Atalaya School has undertaken the challenge of
implementing the Suggested curriculum by the MEN, considering the
important role that the context plays in its construction and the need of
strenthtening the English teaching practice. Hence, the purpose of this
research project is framed in the analysis of the classroom context to foster
the integrated skills in EFL through task-based language teaching in
seventh grade. For its achievement, the action research has been set as the
methodological design. Bearing in mind that this is an ongoing research,
some of the preliminary findings have shown that most of the students
don’t have the English level required due to the lack of contact with the
language outside the classroom and the use of grammar-centered strategies.
Moreover, some update workshops were conducted with the participant
where it was identified as major struggle the missconception about the
futility of new methodologies and how they make the teaching process
complex. However, through these workshops, it has been also possible to
rethink a new curriculum starting from its pedagogical basis and a planning
and implementation process focused on the development of contents
through tasks including the use of language skills in the immediate context.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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50 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Metacognitive teaching for the development of reading comprehension in a foreign language
Milton Pajaro (Universidad de Córdoba, Colombia)
Abstract
This research project analyses the premises of using metacognitive
teaching in order to promote the development of reading comprehension in
English as a foreign Language in a group of high school students at a
public school in Montería, Colombia. An action research methodology is
being carried out in this study. The first step in this process is to gather
some preliminary data related to the main issue of this research. This
process is being carried out with both teachers and students through semi-
structured interviews, discussion groups, questionnaires and a journal. The
following step will be the collaborative design and implementation of a
proposal oriented to promote the development reading comprehension in
English as a foreign language. After that, the researcher will collect and
analyze data in order to reflect and adjust the proposal repeating this
cyclical process to understand better each cycle point and improve the
actions that will be implemented.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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51 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Understanding how pre-service teachers’ pre-conceived beliefs influence their first teaching experience
Jesús Ortega (Universidad de Pamplona, Colombia)
Sandra Ramírez (Universidad de Pamplona, Colombia)
Abstract
This presentation will report on a case study aimed at understanding
whether pre-service teachers’ pre-conceived beliefs influence their first
teaching experience. This study took place in the Bachelor of Arts in
Foreign Languages English-French program in a public university in
Colombia, and involved three fifth-year pre-service teachers. Two research
questions guided this study: Do pre-service teachers hold pre-conceived
beliefs regarding a foreign language, if so, which ones? How do pre-
conceived beliefs influence the eighth semester student’s first teaching
experience? Data was gathered over four-months through a questionnaire,
six classroom observations, three semi-structured interviews and field
notes. Bearing in mind that this is a case study, data was analyzed
qualitatively in the light of the research questions, using MAXQDA and
Hatch’s (2002) interpretive analysis. In this presentation we will report the
findings, including some key issues to consider about the beliefs pre-
service teachers hold before starting their practicum and how these beliefs
are essential in their teaching careers.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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52 Universidad de Córdoba, School of Education, Department of Foreign Languages.
A social- pedagogical strategy “Educating my emotions” to prevent and decrease Bullying in secondary school Liliana Agamez (Universidad de Córdoba, Colombia)
Abstract
The purpose of this study was to analyze the incidence of the application of
the social pedagogical strategy in the prevention and reduction of bullying
in 8th grade students of the Marceliano Polo Educational Institution of the
municipality of Cereté - Córdoba. A social strategy "Educating my
emotions" in the prevention and reduction of bullying was implemented.
The study is of qualitative approach and is framed within the case study
design with a sample of 36 eighth grade students and 2 teachers. The
instruments were the survey form, the interview form and the field diary.
Likert scale analysis and content analysis with cognitive maps were
performed. The results obtained were able to establish the characterization
of the students against bullying which was in a high percentage in the
Verbal and Social dimensions, in terms of the teachers' perception it was
shown that they know about the problem of bullying but do not use
prevention strategies. Finally, the application of emotional intelligence
workshops allowed to improve the behavior and coexistence in students, as
well as better face everyday and non-everyday situations.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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53 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Bilingualism for peace: A social project in Monteria – Colombia Danilsa Lorduy Arellano (Universidad de cordoba, Colombia) Delia Rosa Gonzalez Lara (Universidad de cordoba, Colombia)
Abstract
“Bilingualism for peace” is a social project based on the need to expand
English language learning among young learners from low income levels,
mostly from public schools, who cannot afford to pay a course at the
Universidad de Cordoba Language Center. This presentation shows
preliminary results of an on-going exploratory research study about the
impact of a project about the development of the English communicative
competence in children from 7 to 12 years old. The purpose was to
contribute to the bilingualism goals established by the National Ministry of
Education- B2 at the end of secondary level. The language program from
Universidad de Cordoba committed with the social development and the
promotion of equity and peace in regional contexts, implemented as a
piloting project the same methodology used in the English courses from the
language center, with pre-service teachers assisted with their mentors.
Three public schools were selected and 500 learners from 13 different
schools participated from the study. These students from vulnerable
conditions would have the chance to learn English in a different way and
learning environment improving their communicative competence in the
foreign language
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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54 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Language Assessment: an incipient interest of Colombian scholars Sonia Patricia Hernández-Ocampo (Universidad de los Andes, Colombia)
Abstract
The democratization of assessment (Shohamy, 1998, 2001) exemplifies
well how language testing and assessment involve social justice. This is
because it entails the active agency of teachers in the development of
sound assessments in their classroom, which is completely dependent on
context. In Colombia, language assessment (LA) has not been given all the
attention it deserves. This presentation gives account of my review of the
literature to set the stone for my doctoral research. I searched for
publications regarding language teacher education and LA in six well-
known Colombian journals during the last 10 years. Findings show that
when scholars report their research on language teacher education in
Colombia, the focus is the pre-service teacher practicum, the role of
research in such programs, pre-service teachers' beliefs (about issues other
than assessment), or competencies of teachers. The educational community
does not consider LA when establishing the competencies an English
language teacher in Colombia should have (Cortés Cárdenas, Cárdenas
Beltrán, & Nieto Cruz, 2013). In addition, I have found that still very few
of the accredited language teaching programs have a course on evaluation
or assessment in their curricula.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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55 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Fostering interculturality through CBI. James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad Tecnologica de Bolivar, Colombia)
Abstract
The aim of this paper is to outline the intercultural learning strategies with
critical and creative thinking and written communication and flexibility
through CBI (Stephens 2009; Zhao & Coombs, 2011) on the part of the
lecturer to teach a course in English to both native and non-native English
speakers. These strategies have been implemented from 2013-2019 and
UTB students have shown their confidence´s increased when traveling
overseas to study, the incoming student's integration easier. From the same
period, both incoming/outgoing students' mobility has also been analyzed.
A bibliometric analysis of interculturality studies is presented as well as the
result of a survey conducted between a representative sample of national &
international students is presented and analyzed.
This International Marketing, Logistics and Supply Chain course in the
USA, Panamá and Cartagena, is co-offered by one university from USA
and one from Colombia. This international course is conducted in English
using CBI by professors from USA, Turkey and Taiwan which fosters
global and culturally diverse students.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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56 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Pourquoi enverser la classe en FLE Gabriela Pugliese (Universidad de Córdoba, Colombia) Danilza Lorduy (Universidad de Córdoba, Colombia)
Abstract
L'utilisation de la technologie est primordiale dans tout processus
d'apprentissage en tant qu'élément d'une éducation évoluée qui lutte avec
les modèles de classe traditionnels. L'apprentissage inversé est un outil
pédagogique qui permet un apprentissage individuel et au même temps des
interactions de groupe plus productives dans les salles de classe. Il existe
un besoin perçu d'optimiser le temps passé en classe afin de développer les
capacités de réflexion et l'autonomie dans le cadre des objectifs du niveau
tertiaire. Au programme linguistique de l’Université de Cordoba, les cours
de français sont une matière facultative avec deux heures par semaine, ce
qui n’est pas suffisant pour atteindre les objectifs linguistiques des
étudiants et développer leurs capacités de réflexion (taxonomie de Bloom).
Cette présentation présente une étude de recherche-action visant à utiliser
une approche d'apprentissage inversée dans les cours de français pour aider
les enseignants et les apprenants à atteindre les objectifs linguistiques du
cours et pour développer les LOT (habilités cognitives d’ordre inférieur) et
les HOT (habilités cognitives d’ordre supérieur). Cette recherche-action
qualitative peut démontrer que l’apprentissage inversé est une approche
alternative pour travailler sur la potentialisation du temps, la construction
de l’autonomie, la promotion de l’apprentissage hybride et l’apprentissage
autonome des étudiants. De plus, les résultats de ce projet seront le point de
départ pour appliquer cette approche pédagogique à d'autres langues, à
l'anglais et à d'autres domaines.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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57 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Le développement de la compétence interculturelle en cours de FLE - Francais Langue Étrangère Emily María Garcés Navarro (Universidad de Sucre, Colombia)
Abstract
Cette proposition a eu comme but d’immerger aux élèves à une perspective
interculturelle de découverte entre La Colombie et La France. D’après
Marandon (2003) il affirme que la négociation entre les langues
d’apprentissage au milieu scolaire est indispensable pour diminuer les
barrières de la différence entre les individus. Aussi, pour Abdallah-
Pretceille (1999), le fait de parler plusieurs langues, nous donne la
possibilité de devenir des médiateurs culturels, fonction essentielle en
faisant attention qu’on parle de futurs professeurs de langues ; si on
apprend plusieurs langues, on pourra améliorer la performance de chacune
et mieux comprendre les diverses démarches culturelles. On a développé
des activités de comparaison entre la culture française et la colombienne,
parmi la méthode qualitative des aspects tel que : le système éducatif, le
repas, la vie quotidienne, les loisirs, etc. ; où les élèves ont mieux appris
sur leur culture d’origine en découvrant la nouvelle. Les élèves ont
amélioré leurs compétences en FLE, parmi cette perspective. Il faut
questionner les politiques linguistiques colombiennes et donner une place
pas simplement au français, pourquoi pas aux langues indigènes, tziganes
et afro ainsi que des cours de culturels des celles-ci, c’est-à-dire,
décoloniser l’idée de l’apprentissage des langues.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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58 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Understanding Group Interaction and speaking skills among English basic users Ximena Contreras (Universidad de Pamplona, Colombia) Karen Michell Villamizar (Universidad de Pamplona, Colombia)
Abstract
Learning a language requires interacting with others in order to exchange
information, ideas, and thoughts. This presentation reports a case study
aimed at understanding how the A1-English course, at a public university
in Colombia, facilitates part-takers speaking skills through group
interaction. Data was collected through six non-participant observations
and four semi-structured interviews; and organized with MAXQDA. These
instruments provided enough information on the participants’ perspectives
about the different types of interaction among teacher and students that
helped answer three research questions: What type of student-student
interaction and student-teacher interaction take place in an A1-English
course? what is the influence of communicative classroom interaction in
the development of A1-English learners’ language skills? And what role
does mediation play in A1-English learners? we will report the findings,
including the type of interactions that are given in a foreign language
second semester English course; and the importance of mediation among
A1- level learners of English.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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59 Universidad de Córdoba, School of Education, Department of Foreign Languages.
The Value of Study Abroad: Mapping opportunities for yourself and others Rigoberto Castillo Ph.D (Universidad Distrital Francisco José de Caldas, Colombia)
Abstract
Information on academic exchanges is abundant, yet very disperse. The
faculty and students cannot make sense of offers without a career
development plan. Campus international offices, departments, and faculty
should not only have a policy of mobility but also join in efforts to guide
students and their families to make decisions that enhance their formation.
This presentation draws on a study and training in campus
internationalization conducted by the Institute of International Education
that concluded that “Institutions are more vital and attractive places when
they are internationalized, and these qualities strengthen their local
communities.” It also concluded that “students and faculty return to their
home countries with a more accurate, nuanced understanding of cultures
and scholarship.” In campus internationalization, orientation is needed to
mobilize institutional and personal resources. The presenter speaks of the
credentials a student, a graduate, a faculty member or a professional should
prepare to study, work, obtain a teaching position, an internship or a short
term opportunity abroad. For example, research and publications constitute
a springboard for professional development. The audience will learn about
organizations, programs, and opportunities, and more importantly, will
learn to outline a feasible long-term action plan for themselves or other
stakeholders.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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60 Universidad de Córdoba, School of Education, Department of Foreign Languages.
The Human Factor to Profitability: Building a People-Centered culture for Long-term Success Jeanette Black (University of Wisconsin Stout, United States)
Abstract
A key leadership imperative for organizations is driving organizational
profitability. In this session, we invite participants to engage in dialogue
about The Human Factor to Profitability: Building a people-centered
culture for long-term success, authored by the facilitator, Dr. Jeanette
Black. This presentation will describe the careful process and components
necessary to create a people-centered culture – a culture that is the
principal driver for increased profitability and long-term sustainability for
organizations. The focus of this session is to showcase the evidence-based
research using phenomenology of a people-centered approach and the
impact on organizational profitability and productivity while engaging
participants in discussion about the topic and implications for decision
making for leaders, managers, and supervisors.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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61 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Team-Teaching Experiences from an Adjunct Course an International Business James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad Tecnologica de Bolivar, Colombia)
Abstract
This paper illustrates team-teaching experiences between one international
expert and one assistant professor from our faculty, as part of an adjunct
course implemented for the undergraduate degree in International Business
at Technological University of Bolivar (Colombia). The main purposes of
this cooperative project are that students develop some cognitive and
metacognitive learning strategies, gain mastery of technical English
language, the subject learned and as an internationalization at home
strategy. The general plan consisted of the following steps: exposure to the
selected topic, economic indicators (presented by the international expert
in L2), and through team-teaching with use of L2 including a final oral and
written examination for the students. This paper also describes the author´s
experiences in planning and giving the course on English for Accounting
and Finance using the techniques of CBI and student-centered learning.
The results showed more motivated and more proficient users, both in
English and the content taught.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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62 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Exploring Teaching-Learning Processes in Two Undergraduate EFL Mandatory Courses
Estefanía Durán Ordóñez (University of Pamplona, Colombia) Katherin García Rey (University of Pamplona, Colombia)
Abstract
This multiple case study aimed at exploring the influence of English
teachers’ methodological practices over the learning process experienced
by 20 students from different programs, belonging to two EFL mandatory
courses at the University of Pamplona, Colombia. The study was guided by
two research questions: What kind of methodological practices do teachers
adopt when teaching English? How do teaching practices influence
learners’ English learning process?; and also by Wang’s (2009) thesis,
which includes six aspects, as follows: Instructional approaches, language
pedagogy, use of textbooks, student modality, error correction, and
classroom tasks. Along with Wang’s perspectives, this study also included
how the learning process is evaluated. Additionally, data was gathered
through six non-participant observations, field notes, two stimulated recall
interviews, and three semi-structured interviews within each course.
Besides, data was analyzed qualitatively in the light of the research
questions and Wang's (2009) thesis addressed in this study. Finally, a
number of aspects were found dealing with teaching practices, and their
influence on undergraduate students’ English learning experience.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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63 Universidad de Córdoba, School of Education, Department of Foreign Languages.
The Use of CLIL to Promote Speaking Skills Through Learning Styles Based Lessons Among 11th Grade EFL Students at a Public High School Jesús David Pelufo Sierra (Universidad de Sucre, Colombia) María Cecilia Payares Castillo (Universidad de Sucre, Colombia)
Abstract
CLIL is an approach that focuses on the teaching of subject matter through
a foreign language (Marsh, as cited in Giraldo, 2014). This study will seek
to examine the impact of the implementation of CLIL to influence 11th
graders’ speaking skills at a public school in Sincelejo, Sucre. By
following the principles of CLIL, several learning styles-based lessons will
be designed and implemented to evaluate the changes (if any) in students’
speaking performance. The current inquiry follows the guidelines
presented by the action-case study theory, whose goal is to identify and
provide possible solutions to problems in a specific context, and select
specific cases to be closely studied (Yin, 2017). The data for this
qualitative investigation will be gathered through focus group interviews,
surveys, students’ reflective journals, artifacts, and video recordings.
Consequently, data analysis procedures will be conducted through content
analysis, the use of Atlas.ti 7 software, codification and triangulation of
data. The expected results aim at strengthening the development of
students’ speaking skills in the target group. Additionally, this study may
serve as a new methodology in the local context to teach English
incorporating communicative, content, cultural and cognitive features.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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64 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Reading to Learn (R2L) in EFL instruction: An introduction to the model and its applications José David Herazo (Universidad de Córdoba, Colombia) Tatiana Becerra (Universidad de Córdoba, Colombia) Paula García (Universidad de Córdoba, Colombia)
Abstract
Reading to learn (R2L) is a genre-based instructional approach for literacy
development that leads students from aided to independent creation of
meaning in both reading and writing. The approach is a didactic
application of the systemic functional linguistics model of language
and therefore uses whole texts or genres as the point of departure for
instruction. To that end, the approach follows a series of strategies that
make explicit the purpose, structure, register and lexicogrammar of
texts. The purpose of this session is to introduce participants to the R2L
model and discuss on the feasibility of this genre-based approach in EFL
lessons. Session participants will identify the key principles and procedures
of the R2L model by participating in both individual and group hands-on
activities following a short presentation of this genre-based model.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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65 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Becoming literate in a foreign language: Student teachers’ personal literacy practices Sonia Jerez (Universidad de Córdoba, Colombia)
Abstract
Teachers usually have to select topics, texts, activities and resources that
can support students’ language learning. However, they seldom
acknowledge the literacy experiences students hold outside the classroom
and their engagement in unofficial worlds through internet-connected
devices. Thus, this presentation reports findings from a qualitative case
study on how students are building a literacy in a foreign language with
personal literacy practices that allow them to interpret and create meaning
through texts, communicate, interact and learn, while connecting to peers
who share specialized and niche interests whether they participate in social
networks, online gaming, or specialized websites on topics of their interest.
Following the New Literacy Studies (NLS) framework (Gee, 1990, Street,
1993, Pahl & Rowsell, 2009), it is argued that students’ literacy is more
than reading and writing as two separate skills, and instead it is related to
social purposes and with getting things done in particular times and places.
Though, there is still much to learn about how and what students are
learning through their personal literacy practices and in what ways they are
contributing to their academic literacy, the initial findings highlight that
students are increasingly using online spaces to collaborate and
communicate through self-directed and interest-based literacy practices
that allow them to share texts with authentic purposes and audiences
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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66 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Eco-teaching: Using the internet as an
economical and eco-friendly resource Edwin Henao (Unicolombo, Colombia)
Abstract
The Internet has provided, for a long time, a vast haul of possibilities for
enriching our lessons, optimizing time, and reaching out to many more
people interested in acquiring new knowledge. Along with it, there is a
possibility to minimize our carbon footprint and help take care of our
planet’s health and people’s welfare. This talk will provide some insight
into the ways teachers can go paperless by using the countless possibilities
the World Wide Web offers, creating dynamic, collaborative classrooms,
and raising awareness of environmental citizenship.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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67 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Poster
Presentations
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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68 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Mayra Salgado (Universidad de Córdoba, Colombia) Camila Doria (Universidad de Córdoba, Colombia)
Reading to learn (R2L) and oral communication in 8th graders to tell anecdotes
Abstract
The development of oral communication plays a crucial part in the process of
learning a foreign language in an EFL classroom. However, from our experience
in past observations, we noticed that when students tried to speak using the
language, they had memorized it instead of doing it spontaneously. In other
words, students’ ability to communicate orally is poor. The purposes of this
action/case study are to explore the changes, if any, in EFL students’ oral
communication when telling anecdotes during Reading to Learn (R2L) lessons
using the application Toontastic 3D, and to describe what are students’
perceptions towards it. R2L is a set of strategies that enables teachers to support
students in their reading and writing skills at their grade level. Yet, R2L will be
used to develop students’ oral communication. Toontastic 3D is a storytelling and
animation application to tell anecdotes. We will use observations, semi-structured
interviews, production tasks, and field notes to gather information from 8th
graders from a state school in Monteria. Findings will provide students a better
way to practice their speaking skill using an app and also will provide teachers
with pedagogical tools to contribute the improvement of oral communication
through the implementation of R2L.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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69 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Luis Angel Contreras Moreno (Universidad de Córdoba, Colombia) Keila Andrea Peña Ochoa (Universidad de Córdoba, Colombia)
Exploring the Use of Animated Cartoons to Enhance Students' Listening Skills
Abstract
Listening is the English language skill that models language for students to
understand sounds, intonation, differences in accents, and so forth as stated by
Tomlinson. This skill allows people to share effectively messages making it
possible to communicate. After initial observation carried out in a primary
school, it was possible to identify students’ difficulties when understanding
listening activities. This action-case study explores how primary students’
listening skills may change when using animated cartoons in L2 lessons. The
study will also investigate students’ perception toward this tool. Data will be
collected through observations, two semi-structured interviews, initial and final
test, and journals with students after each lessons. It is expected to improve
students’ listening skills as well as provide teachers a tool that might help them to
develop this skill in their students.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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70 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Luis Manuel Ramos Cano (Universidad de Córdoba, Colombia) Brando Jose López Carmona (Universidad de Córdoba, Colombia)
Flipping the oral participation class through the use of self-recording videos.
Abstract
Oral participation is a key factor when practicing and improving speaking skills.
However, students in this action research proposal have been reluctant to
participate in oral activities within classes. Besides, they do not get involved in
them despite being called on by the teacher. Wicaksono (2018) acknowledged the
effectiveness of self-recording videos (SRV) on students speaking skills. In
addition, recording videos led students to develop self-correction strategies after
examining their outcomes. Likewise, flipped learning contributes to students’
development by learning and practicing at home through virtual platforms and
recording videos. Thus, learners participate in class for receiving feedback at
school. Hence, this study seeks to explore the effects of SRV for promoting oral
participation and describe the perceptions within SRV in 32 primary students at a
Colombian school. Data will be gathered through speaking tasks, 4 semi-
structured interviews for teacher and students, 4 audio-recorded observations, an
initial and a final test, a focus group with 5 students and student's journals. This
study is expected to promote students’ use of ICT’s as a self-learning strategy,
and to dredge into using SRV for enhancing students’ oral participation and self-
confidence. Besides, to show alternatives for teachers to create more interactive
lessons.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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71 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Jesús Mestra (Universidad de Córdoba, Colombia) Juan Fabra (Universidad de Córdoba, Colombia)
Using kinesthetic learning activities to promote secondary students' participation in english classes.
Abstract
Kinesthetic learning activities (KLAs) can be defined as any activity which
physically engages students in the learning process (Begel, Garcia & Wolfman,
2004). The implication of KLAs in school programs helps improve learning
outcomes in students, also encourages them to think in new ways about topics
and rises interest and participation. Even though some research has been done
concerning KLAs into English classes, this field needs to be expanded for
additional research of the effects of KLAs might have in secondary school
students’ participation within English classrooms. This action case study will
explore the use of KLAs in 8th graders’ English classes in a public school in
Monteria. Specifically, it will aim to seek the effects KLAs might have in
students’ involvement and performance. Data will include video-recorded
observations, focus groups and semi-structured interviews on students and
teachers. The expected outcome of this study is to promote 8th grade students’
involvement within English classes by the use of activities based on the
kinesthetic learning style. The present study will suggest English teachers new
choices and reflections regarding the use of KLAs for promoting secondary
school students’ involvement in the English classroom.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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72 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Luisa Fernanda Vergara Álvarez (Universidad de Córdoba, Colombia) María Bernarda Martínez Martínez (Universidad de Córdoba, Colombia)
Promoting EFL learning through Taysomroom outside the classroom in a public school in Montería.
Abstract
Virtual platforms (henceforth VP) offer an educational opportunity to promote
EFL learning outside the classroom by recreating a natural setting for students.
Although a variety of studies have been conducted about the effectiveness of
virtual platforms to learn English, few of them have focused on the use of VP
outside the classroom and how these may help teachers to promote spaces for
students to interact with the language. The purpose of this case study is to
determine how virtual platforms might help teachers to promote student´s use of
English outside the classroom after the adoption of Taysomroom. The study will
also explore the teacher’s and student´s perception while using Taysomroom for
learning English. Data will be collected through in-depth interviews, audio
recorded lessons, notes, questionnaires and teacher´s and student’s journals. Once
this study ends, is expected that English teachers use Taysomroom to offer their
students spaces to interact with English outside the classrooms. This study
suggests that using VP in English classes give students the opportunity to keep in
contact with English beyond classroom walls.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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73 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Karen Polo (Universidad de Córdoba, Colombia)
Exploring multimodal EFLlesson to meet the needs of ADHD students.
Abstract
Multimodality is an approach in which the information is presented through the
combination of multiple ways of learning. According to Kress & Van Leeuwen
(2001), multimodality means “the use of several semiotic modes in the design of
a semiotic product" (p20). Few studies have been conducted in regard to use a
multimodal approach to teach attention deficit hyperactivity disorder students.
This is one of the most common disorders in childhood, characterized by constant
physical activity and school difficulties. Consequently, this exploratory practice
research will describe in detail all the process of implementing this approach to
teach students with ADHD, and report all the challenges faced when using
Multimodality with ADHD students in a mainstream classroom. Data collection
will include teacher’s journal, two audio-recorded observations, document
analysis and semi structured interview to the students. Findings might be show
how multimodality works for keeping students’ attention and how the teacher can
use multimodality effectively to help an ADHD student during EFL lessons. This
study may help to understand the impact of multimodality in ADHD students
during their learning process.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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74 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Jesús Martinez (Universidad de Córdoba, Colombia) Erwin Corcho (Universidad de Córdoba, Colombia)
Flipping the listening class with authentic audiovisual materials.
Abstract
One of the main challenges of English teachers is to implement authentic
audiovisual materials in the classroom to develop students’ listening skills.
Previous studies about the use of these resources have been conducted, and most
of them revealed the great importance of these aids for the development of the
listening skills. However, few studies have stated the reasons of why these
authentic audiovisual materials are neglected to teach the foreign language. The
aim of this action case study will be to describe benefits (if any) that authentic
audiovisual materials can bring for the development of primary students´
listening skill at a public school in Monteria. The researchers will employ
observations and apply semi-structured interviews to the teacher in-service and
some students to collect the data of the EFL class. The findings of the current
study will shed light on the insights of the educator and the learners with the
incorporation of authentic audiovisual materials in the EFL class at a primary
level.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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75 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Anye Ramos (Universidad de Córdoba, Colombia)
The role of traditional stories in fifth graders reading process.
Abstract
Research about the use of Traditional stories concerning the effects they have on
Second Language Learning has been conducted in different contexts. Previous
studies focused on the impact fairytales and storytelling have on reading
performance. Nevertheless, few studies emphasize on the use of folktales and the
effects it has on reading skill development in Colombia. This proposal aims at
exploring how the use folktales contributes to improve reading comprehension
practice in fifth grade students in a public school in Monteria. The present
proposal adopted an action case study design. Data will be collected through
Tests, classroom observation and category systems. Consequently, Inductive
procedure will be used to analyze data as well as discourse analysis for written
and oral outputs. Inquiry on the subject addressed will provide significant insights
to English Language Teachers about the use of literacy-based lessons and the way
it might influence on learning a second language. It will also encourage teachers
to overcome some limitations regarding the implementation of reading skill for
assessment and selecting content. The possible findings will involve implications
for English language teaching practice in general and language teachers to
commit in their own performance and practice improvement.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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76 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango Caballero (Universidad de Córdoba, Colombia)
Songs for developing vocabulary learning and speaking skills.
Abstract
Many studies have been conducted about teaching-learning strategies and
teachers started to use songs in their lessons. There is a lack of knowledge about
how songs can be useful at the time of learning vocabulary and speaking skills.
The aim of this research will be to explain the use of songs as a teaching strategy
to improve vocabulary and speaking skills for a group of students in an English
program in a public school in Monteria. The researchers will employ an
explanatory action case study as a type of research. The data of this study will be
collected through two methods including, observation and interviews. The
findings of this study will be helpful for ESL students since it is important to
have suitable and enough vocabulary when speaking. Using English songs can be
a good way to teach English to ESL primary school students because songs
contain original language, are easily obtainable, provide vocabulary, grammar,
and cultural aspects. The discoveries will have implications for students and
educational institutions concerning students’ performances and development.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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77 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Ivon Hernandez Lopez (Universidad de Córdoba, Colombia) Danilo Jose Yanez Lacharme (Universidad de Córdoba, Colombia)
Motivational strategies and oral production in EFL classrooms; a case study.
Abstract
Many studies about Motivation have been carried out in the education field.
Nevertheless, few investigations have focused on the impact that motivational
strategies can bring to students’ performance in the classroom. Besides, students’
oral production is something that has yet to be study from the motivational field.
The aim of this descriptive case study will be to describe the use of motivational
strategies to improve eighth-grade learner’s oral production at a public school in a
city in Colombia. The study will employ Bogdan & Bliken (2003) design of two-
stages to analyze qualitative data. The first step is to break the data into
manageable units by using the coding technique and the second one is to interpret
the data. The researchers will employ classroom observations, semi-structured
interviews, and questionnaires. The findings of this study will benefit teachers
and authorities who want to know more about the problem of the lack of
motivation in the classroom. And also this study will help to identify those
motivational strategies that can be implemented in the English classes to improve
learners’ oral production.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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78 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Maria José Rangel (Universidad de Córdoba, Colombia) Jessica Pernett (Universidad de Córdoba, Colombia)
Oral interaction and games.
Abstract
Previous studies have shown an interesting perspective on how games contribute
to the development of skills such as speaking, vocabulary, and pronunciation in a
second language. However, few studies have focused on the use of games to
promote students’ oral interaction. The aim of this action case study will be to
explore how games such as guessing, matching and describing games contribute
to the development of oral interaction and what students’ insights are towards
these games in EFL classes. The data gathering will consist of observations,
semi-structured interviews, production tasks, and a researcher’s journal. This
study will employ an inductive method to code patterns from the data collection
techniques into categories to analyze data. This study will shed light on possibly
understanding the influence that games could have on students’ oral interaction
during L2 classes and providing teachers experience with an economical and
inexhaustible resource.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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79 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Isaías Acosta (Universidad de Córdoba, Colombia) Melissa Zapata Vargas (Universidad de Córdoba, Colombia)
Challenges faced to adopt a new curriculum: a case study.
Abstract
Curriculum innovation is defined as the deliberate actions to improve a learning
environment, the materials, lessons and academic content taught. Curricula are
designed to facilitate learning by establishing quality relationship between what is
learned and experienced. Efforts have been made in Colombia to adopt the
Suggested Curriculum stated by the Ministry of Education, though it would seem
that the objectives have not been accomplished. These efforts included different
training sessions dictated along the country to qualify L2 teachers (Correa, Usma
& Montoya, 2014). Despite studies have addressed the implementation of the
Suggested Curriculum in Colombia, there is a need to conduct deeper studies of
the transformations and adaptations made by institutions and teachers. This case
study will explore institutional changes and the way teachers negotiate their
policies in the classrooms. Data will include questionnaires and open interviews
to two L2 teachers and the documentary analysis of the new suggested
curriculum. This research is expected to show the way in which schools and
teachers have adopted the SC and its policies, and the changes achieved, if there
have been any. This study will be important to expose the accuracy of the policies
stated in the SC for public schools.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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80 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Angélica Arroyo (Universidad de Córdoba, Colombia) Sandra Amarís (Universidad de Córdoba, Colombia)
The integration of technological devices in foreign language teaching.
Abstract
Technology integration is the use of tools in education areas that allow students
to apply devices to support their learning. However, only a few studies have
focused on how elder teachers introduce technology in their classrooms; there is a
need to investigate the challenges that it has brought in the process of integration.
This phenomenological study will describe the experiences of two elder primary
school teachers who have been trying to integrate technological devices. Data
will include three detailed interviews and three journals monitoring teachers.
Findings will show that the teaching of a foreign language could be improved if
elder teachers integrate technological tools to support their classes. However, it
could only be possible if teachers know how to use and adapt them, taking into
account the different learning styles of each student. This study might suggests
that the integration technology in the classroom is important, since it is an
opportunity to contribute to the learning process of a L2, allowing an enjoyable
teacher-student interaction.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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81 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Yulieth Marcela Padilla GonzÀlez (Sue Caribe: Universidad De Córdoba: Programa De Maestrìa En Educaciòn, Colombia)
A quasi-experimental study of the motivational and cognitive effects of a TBLT-mediated macro strategy on ninth-grade students.
Abstract
Motivation has been a topic of intensive research in recent decades and it is
considered a crucial variable for successful second/foreign language learners.
Without sufficient motivation learners are unlikely to persist long enough to learn
any really useful language. The present study focuses on the maintenance of
motivation in an instructional setting such as task-based language teaching within
the framework of Dörnyei (2001) motivational strategies. The objective is to
evaluate the long lasting motivational effects of a motivated macro strategy for
learning English in ninth grade students. The design will be quasi-experimental
on the basis of the validated Motivated Strategies for Learning Questionnaire
(MSLQ) in three different aspects: self-efficacy, active learning strategies and
learning environment. The experimental treatment will involve class-time
exposure to motivational and cognitive strategies within task based lessons over a
10-week period; the control group will receive traditional teaching methods. The
results are expected to prove that motivational and cognitive strategies have a
sustained effect on both motivation for learning English and in learning
achievements.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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82 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Paula Zarante (Universidad de Córdoba, Colombia) Maria Berrio (Universidad de Córdoba, Colombia)
Analysis of teacher´s discourse teaching english to blind learners at a mainstream class (critical discours analysis)
Abstract
This research examines Critical Discourse Analysis (CDA) as a methodology to
understand the relationship between language and society. This approach will to
analyze teachers´ discourse at mainstream classroom, analyze the power at the
moment to speech if is inclusive or not and if is promoting a healthy
environment. Few researches have been focused on the analysis of teachers
‘discourse at mainstream class about inclusive environment promoting through
the discourse and the importance that has to create a good relationship. The
purpose of this study is analyze teacher´s discourse teaching English to blind
learners at a mainstream class, analyzing teachers impact in students with
disabilities how their discourse is reflecting in the classroom and if is being
inclusive or not. Data study will be collected from semi-structured interviews,
stimulated recall observations, conversation analysis, and structured interviews
and journals. Findings might offer information about how teachers perceive
inclusion in the language they use during interaction with special education
students. This study attempts to suggest CDA as a method to analyze the verbal
power as a way to promote equity in the classroom without segregated.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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83 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Isabella Romero Delgado (Universidad de Córdoba, Colombia)
Exploring a primary school teacher’s challenges when using tablet-based activities in a public school.
Abstract
Mobile application language learning (MALL)is a teaching-learning technique
applied lately in schools, this technique provides the learners' electronically
information concerning the educational content helping the achievement of
knowledge. Although there have been several national and international research
on the educational field regarding vocabulary, very few studies have focused on
exploring the challenges that can be faced by the teacher when using mobile
devices to teach vocabulary in an EFL classroom. The purposes of the current
study will shed light on distinguishing teacher's methodology, approaches, and
components implemented for the application of mobile devices to teach
vocabulary and understanding possible challenges faced by the teacher when
applying this learning strategy. Data will be gathered through the development of
non-participant observation, two Semi-Structured interviews divided into two
sessions; a journal and, an ethnographic narrative from audio recorded
lessons.The current case study will seek to explore what is happening,and will
describe and analyze how the process of incorporating ICTS has been carried out
through the use of MALL. This study will be relevant due to the support and
knowledge it can provide to further research based on the implementation of
ICT'S into the educational field.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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84 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Levis Leonardo Lozano Hoyos (Universidad de Córdoba, Colombia) Cesar Javier Velez Lopez (Universidad de Córdoba, Colombia) Dalila Guzman Aviles (Universidad de Córdoba, Colombia)
Personal Learning Environment to improve English communicative competences of students of communication V at Córdoba University.
Abstract
This article discusses some advances of an innovative practice in order to stablish
to what extent personal learning environments (PLE) resulted in the integration of
English communications skills of students of Communication V at University of
Córdoba. This project can be classified as qualitative descriptive due to the
descriptions of the features found in the population sample during the process. In
order to collect information about students’ English levels before and after the
implementation of the PLE, different techniques will be carried out, such as tests,
questionnaires, interviews, videotaping, and check list observations in the
classrooms which will help to discuss outcome of the study about students’ needs
and interests, the benefits of personal learning environments to enhance students
communicative competences using different web resources, the role of
instructional materials, the appropriateness of the learning contents, and finally
the selection of classroom materials. In response to the objective, a work system
with different web resources was designed and implemented; the first one, was
called Personal Learning Teaching Management Environment (PLTME); and the
second one, the treatment in which students designed and implemented their
Personal Learning Environment, (PLE). The teachable curricula were chosen to
respond to the B2 level.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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85 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Jorge Luis Oquendo Loaiza (Universidad de Córdoba, Colombia) Estivenson José Portillo Banqueth (Universidad de Córdoba, Colombia)
Google classroom and language learning autonomy in an EFLcourse.
Abstract
E-learning is a method of learning which has been implemented worldwide which
uses internet as an option to face-to-face interaction by providing students with
online interactive content so as to make students more responsible towards their
learning. It is usually seen that students in an EFL class highly depend on
teachers’ instructions to start performing a task which it means they have a lack
of autonomy about their learning process. Therefore, this study will evaluate the
effectiveness of Google Classroom for developing learners’ autonomy. Data will
be gathered using qualitative methods among them interviews, in-depths
questionnaires, a focus group, and a forum through a virtual platform to four
learners to see their perceptions about their autonomy. This study contemplates to
find that Google Classroom is an accurate way to promote students’ autonomy.
The importance of this study lies on seeing whether Google Classroom is an
accurate way to promote learners’ autonomy so as to give pedagogical
suggestions to teachers about the matter.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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86 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Steven Palacios (Universidad de Córdoba, Colombia) Luisa Castellanos (Universidad de Córdoba, Colombia)
Educational heroes strategy to increase speaking skills through leadership in high school students: an action case study.
Abstract
This action case study will explore whether educational heroes’ strategy
contributes to improving speaking abilities through leadership in high school
students. Educational heroes is a leadership strategy that functions taking into
account the cooperative and meaningful learning, so that students with highest
skills regarding the speaking ability should support other students that present
flaws and needs about this skill, with the purpose of establishing a learning
environment. Data will include lesson plans, observations, production tasks,
semi-structured interviews, observation (field notes), pre-test - final test, focus
group: semi-structured interviews, and students’ journals. Educational heroes’
strategy will enhance students’ knowledge and leadership attitudes such as self-
confidence which is improved through group participation, it also will increase
autonomy in students that present low order thinking skills. In the teaching-
learning process of the second language the educational leadership acts as a
facilitator to achieve the effectiveness of this procedure, because this contributes
positively on both sides, in the students develops innumerable qualities and
capacities and on the teacher’s side cooperates powerfully to the development of
their pedagogy, since this takes the first step to engage and motivate students
focusing on the transmission of meaningful and constructive knowledge for these.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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87 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Rossana Barrios Jaller (Universidad de Córdoba, Colombia) Juan David Suárez Jiménez (Universidad de Córdoba, Colombia)
Online collaborative learning in the EFL classroom.
Abstract
Online Collaborative Learning (OCL) is an innovative student-centered
methodology for e-learning, where learners work collaboratively and are catalysts
for their knowledge construction. This research will follow a process aimed at
students’ construction of autonomy at the time of developing long-distance
activities in groups. Although some research has been found about the
performance of students when facing the ability of reading, they do not meet the
need of describing the effects on students experiencing this teaching and learning
methodology. The purpose of this study will be to describe any effects online
collaborative learning has in EFL students experiencing this learning method as
the main bridge for acquiring English as a second language. The research will
aim to describe what the lived experiences of EFL students that learn through
OCL are. The participants will be students at different points of their learning
process from a private university located on the Caribbean coast of Colombia.
Data will include in-depth interviews, focus group and researchers’ diary that will
provide the information needed for the completion of the study. Regarding the
expected results are a clear positive effect on students’ reading level, which is the
main problem with the current method used for teaching English.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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88 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Angelica Morales (Universidad de Córdoba, Colombia) Camila Parra (Universidad de Córdoba, Colombia)
Lived experiences of teachers during implementation of The new curricula: a phenomenological study.
Abstract
National Bilingual program (2004-2019) was one of the latest language policies
implemented in Colombia to improve English teaching and learning practice in
the country. The Suggested English Curriculum is a booklet designed for schools
to reach the expected objectives; it contains the scope and sequence, syllabi, and
methodological and assessment suggestions. In 2018, according to ICFES, the
results from the public institutions applying the curriculum were not the expected.
Whilst some studies have done research on the same matter, scarcely any of them
have inquired teachers’ perspective. This phenomenological study will explore
and describe how two teachers experienced the implementation of the new
English Suggested Curriculum in a secondary public school in Colombia.
Particularly, their truth and reality as it is lived. Data will include recordings of
semi-structured in depth interviews to the teachers, and researchers’ reflection
journals. This study aims to discover details concerning former inconsistencies
the participants may have experienced with the implementation of the curriculum.
Findings might be significant to further inquiries interested in upgrading the
current language legacies.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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89 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Daniel Ricardo (Universidad de Córdoba, Colombia) Andrea Ayazo (Universidad de Córdoba, Colombia)
The process of lesson planning based on Edmodo as a supplementary tool for learning writing competences on higher education: a case study.
Abstract
Edmodo platform is a supplementary tool that provides teachers with an
opportunity for posting quizzes, assignments and didactic activities that ease
students' learning process. However, Edmodo lessons imply feasible difficulties
during the planning process such as non-significant tasks and lack of time
control. Although some cases studies about this platform has been conducted,
they were focused on how to use it effectively rather than analyzing deeply the
process teachers should go through when of planning Edmodo lessons This case
study will analyze an L2 writing strategies’ teacher when planning using Edmodo
and the challenges he/she might face during a five-month-semester. Data includes
one structured interview regarding Edmodo, lesson plans provided by the teacher
and Edmodo activities focused on the improvement of the writing competences
Findings are expected to provide a clear sight about steps to be followed when at
planning Edmodo lessons, and advices regarding solving Edmodo planning
challenges. This study will possibly provide a wide view inside the process of
planning Edmodo lessons, which implies that the challenges of the process might
be identified. Besides, independence of time, place, and the accurate and easy
exchange of ideas and information might be practical benefits for the instructor.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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90 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Luis Burgos (Universidad de Córdoba, Colombia)
Using self recorded audios to improve oral production in 8th graders in a public school.
Abstract
Audio recording tools are used in language instruction to support learning and
teaching processes. They are commonly employed to keep track of students’ oral
performance in the form of audio files, allowing teachers to make a thorough
analysis of such deliveries. Although research has been conducted about the
integration of audio recording tools into language teaching, there is little
information as to whether these tools might be beneficial to promote language
awareness of errors. In this sense, this proposal seeks to explore and describe the
changes, if any, of students’ overall speaking capabilities after implementing
audio recording tools into the class. In particular, this proposal intends to analyze
the role of self recorded audios for developing students' sense of language
awareness of error-correction during oral production tasks. To conduct this
research, observations, researcher and students’ journals, oral production tasks
and semi-structured interviews have been selected as means to gather data.
Findings might show whether language awareness is developed and possible
changes in students’ oral performance. This research might suggest ways to best-
implement audio recording tools into the L2 teaching as a way to foster language
awareness and speaking skill.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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91 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Maria Marcelina Pacheco Madera (Universidad de Córdoba, Colombia) Eliana Valentina Soto Redondo (Universidad de Córdoba, Colombia)
A phenomenological description of ninth grader’s motivation towards efl learning process.
Abstract
Motivation is defined as the act or process of motivating; the condition of being
motivated; a motivating force, stimulus, or influence; incentive; drive; something
(such as a need or desire) that causes a person or student to act (Merriam-
Webster, 1997). This phenomenon has become an essential and significant factor
in the English learning process. Although there have been some researches about
student's motivation and the factors that influence it. There is still a need for
further studies focused on a phenomenological perspective. The purpose of this
phenomenological study is to describe the 9th-grade students' motivation
regarding their lived experiences in their English learning process. Data will
include observation field notes to achieve bracketing and in-depth interviews with
four groups with around thirty-five ninth-graders per group. This research will
describe the lived-experiences that ninth-graders have and whether their
motivation can be affected negatively or positively towards the English learning
process. The study will be meaningful to the educative community in Monteria-
Colombia. There are several features to take into account. Therefore, this study
needs to be carried out, to identify those factors that are influencing the students'
motivation.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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92 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Paola Navarro (Universidad de Córoba, Colombia) Andrea Bárcenas (Universidad de Córdoba, Colombia) Gustavo Salinas (Universidad de Córdoba, Colombia)
The use of content-based instruction to improve oral communication in EFL classrooms.
Abstract
Content-Based Instructions (CBI) is an approach in language education,
introduced to provide second-language learner’s instruction in content and
language, also, has become increasingly popular as a means of developing
linguistic ability. This action case study intends to implement Content-Based
Instruction with the purpose of improving students’ oral skills from a public
institution in the rural area of Córdoba. Many authors (Crandall, 1987; Krashen,
1982; Mohan, 1986; Mohan, Leung & Davison, 2001; Snow, 2005; and Stroller,
2004) stablished that, Content-Based Instruction has entered its fourth decade and
by many accounts is prosperous in foreign language settings. This approach has
been primarily used for the development of learning content and language,
however, few studies have focused on the rural areas. Hence, the purpose of this
study will be to identify the possible improvements in students’ oral skills after
the implementation of CBI lessons. The data collection will provide the students'
overview after this implementation. This data will be gathered by semi-structured
interviews, task production and observation in a nine graders EFL English class.
This study will contribute to the improvement of teaching practice, mainly oral
skills; to fill a gap that exist in most public institution concerning oral skills
improvement.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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93 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Laura Durango (Universidad de Córdoba, Colombia) Leydis Vidal (Universidad de Córdoba, Colombia)
A phenomenological description: the teachers' lived experiences who have to implement technology in their teaching process.
Abstract
Technology has brought many advantages in people's lives and it has supported
many fields, including the educational field. Teachers and students have been
benefited with the inclusion of technology inside the classrooms. There have been
several studies related to the benefits that technology has brought for the schools,
specifically for the teaching and learning process. However, those investigations
have left aside what teachers have faced when using technology in their practices.
There is still a need to investigate teachers' experiences regarding the use of
technology. This phenomenological study will explore the secondary-teachers’
lived experiences regarding the use of technology in their classrooms.
Particularly, the challenges that they have faced during their teaching practices.
Data will include recorded in-depth interviews and a researcher diary to register
the researcher’s experience. This study expects to present teachers' experiences
and beliefs related to the changes that their teaching practices have faced due to
the inclusion of technology in their classes. This phenomenological study will
suggest that teachers' lived experiences need to be highlighted in order to
understand what they have dealt with the use of technology in their teaching
process.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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94 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Luz Karina Mejía (Universidad de Córdoba, Colombia) Omis Johana Espitia (Universidad de Córdoba, Colombia)
Improving 10th graders´ reading comprehension through digital platforms.
Abstract
Reading comprehension is a receptive skill that encompasses linguistics features
from lexical and syntactic elements in which the reader understands texts by
decoding and visualizing meaning. This skill has been promoted through
technological alternatives as a mean of updating traditional reading learning for
the demands of the new era. Although the implementation of this strategy is being
boosted in Colombia, few opportunities have been given to public schools to
approach it, resulting in low motivation and achievement in traditional reading
tasks. Considering this fact, this action-case study seeks to explore possible
changes in reading comprehension when using News in level and Kahoot! in a
course of 10th graders from a public school in Montería. Moreover, this proposal
aims to describe learners’ attitudes toward reading. Data will be collected through
an initial test, a final test, reading production tasks to students as well as
participative observations and learners' diaries. The findings of this study will
present a possible enhancement of learners’ reading comprehension and
transformation of learners’ attitudes. This study might provide a new overlook to
strategies to teach reading implementing technology, and generate awareness of
the importance of learners’ interest in reading.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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95 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Karen Villera (Universidad de Córdoba, Colombia) Angela Pinto (University of Córdoba, Colombia)
Leadership skills of English teachers inside the classroom in a secondary public school in Montería.
Abstract
Leadership skills have been found to create improvement in different contexts.
There have been many studies inquiring the impact of leadership in different
knowledge areas. Despite that, it seems as though there are no studies addressing
the role of leadership skills in teachers inside the classroom. Bearing this in mind,
this case study describes the leadership skills of secondary English teachers and
how they use those skills in the classroom. Data includes semi-structured
interviews, open-ended questionnaires to teachers and two video-recorded lesson
observations. This study expects to contribute to the knowledge of teachers´
leadership skills used in classroom practices. In addition, this research may
highlight the importance of teachers´ leadership as a competence in teachers.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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96 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Reinel Oyola (Universidad de Córdoba, Colombia) Josué Ortega (Universidad de Córdoba, Colombia)
Flipping the R2L class to engage tenth-grade students in oral exposition texts.
Abstract
Reading to learn is an instructional approach that leads students from aided to
independent creation of meaning in reading and writing. R2L follows a cycle
with a set of strategies leading students to independent construction of a specific
text-genre. Nevertheless, few studies have explored the use of R2L to promote
learners’ oral production, most specifically of oral exposition texts. Neither has it
been researched yet the use of this methodology along with mediation tools in the
EFL class. Therefore, this action-case study is intended to describe the changes in
learners’ oral production of exposition texts after using R2L lessons and group-
based flipped strategies. As well as to identify the challenges students face while
implementing R2L during oral expository discourse activities. This study will be
conducted on tenth-graders in a public school from the rural side of Montería,
Colombia, who have been previously working with R2L. Throughout the
intervention diagnostic tests, recordings, videotapes, observations, and semi-
structured interviews will be useful for further analysis and reporting of the
research findings. This study will attempt to shed light on the existing gap of
knowledge pertaining to the implementation of R2L and Flipped instruction to
prompt the participation of oral exposition texts in tenth-graders.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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97 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Shirley Redondo (Universidad de Córdoba, Colombia) Rose Petro (Universidad de Córdoba, Colombia)
The lived experience of 11th grade president students while playing a leadership role at public urban institutions: A phenomenological study.
Abstract
Many studies about the relevance of playing leadership roles at public schools
have been addressed at the University of Cordoba through phenomenology.
However, none of them have addressed the issue of student leadership
particularity on president students’ leaders at public institutions in Monteria. The
aim of this phenomenological study will be to describe the lived experiences of 3
11th-grade president students while playing a leadership role at their public
institution. This study will employ the Colaizzi’s (1978) method for analyzing
phenomenological data. The researchers will employ “Bracketing” to put aside
bias and assumptions. Besides, in depth-interviews, personal conversations and
researchers diaries will be employed. The findings of this current study will have
implications for educational public institutions, teachers, and the student
community in general concerning the role of students while applying leadership
roles.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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98 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango Caballero (Universidad de Córdoba, Colombia)
Using songs for developing vocabulary learning and speaking skills.
Abstract
Many studies have been conducted about teaching-learning strategies and
teachers started to use songs in their lessons. There is a lack of knowledge
about how songs can be useful at the time of learning vocabulary and
speaking skills. The aim of this research will be to explain the use of songs
as a teaching strategy to improve vocabulary and speaking skills for a
group of students in an English program in a public school in Monteria.
The researchers will employ an explanatory action case study as a type of
research. The data of this study will be collected through two methods
including, observation and interviews. The findings of this study will be
helpful for ESL students since it is important to have suitable and enough
vocabulary when speaking. Using English songs can be a good way to
teach English to ESL primary school students because songs contain
original language, are easily obtainable, provide vocabulary, grammar, and
cultural aspects. The discoveries will have implications for students and
educational institutions concerning students’ performances and
development.
III International Conference on Innovative Practices and Research in the teaching of Foreign Languages
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99 Universidad de Córdoba, School of Education, Department of Foreign Languages.
Acknowledgments
The Conference Committee is very thankful to institutions and sponsors for their support in
this event.
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