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Análisis de las prácticas pedagógicas de los docentes de inglés del programa interlingua de la universidad surcolombiana

El presente estudio investigativo tuvo como propósito la caracterización de las prácticas pedagógicas utilizadas por los profesores de inglés de los cursos de Lengua Extranjera Institucional en la Universidad Surcolombiana. Para efectos de identificar las prácticas pedagógicas más frecuentes, se acudió a la utilización de un diseño descriptivo. Se siguieron igualmente los parámetros de la Investigación Acción para desarrollar una estrategia de intervención orientada básicamente a despertar en los docentes de dichos cursos un mayor nivel de concientización sobre las problemáticas encontradas. Como resultado, se destaca el predominio de las prácticas pedagógicas de carácter pre-comunicativo sobre las prácticas más comunicativas. Por otro lado, se determinó que la intervención centrada únicamente en la concientización no resulta ser condición suficiente para asegurar cambios en las prácticas pedagógicas.

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- by Edgar Insuasty
- •
- Revista

Exploring Reflective Teaching through Informed Journal Keeping and Blog Group Discussion in the Teaching Practicum

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- by Edgar Insuasty
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The Intercultural Competence in Colombian University Teachers - Analysis of a Questionnaire

The promotion of Intercultural Competence (IC) in English Teaching has been an area of extensive study and advocacy at a global level; however, in the Colombian context, this initiative is in its first stages. This article reports results from a first phase of a mixed research study carried out within the framework of the Doctorate in Education at Universidad Autónoma de Madrid, which aims to explore and identify the intercultural profile of a group of English professors working at eight public universities in Colombia. In the first stage, a quantitative survey study was developed, based on the results of a questionnaire that was answered anonymously and voluntarily by 70 English teachers. After examining the questionnaire, one of the most interesting results was the significant difference between the beliefs of professors with and without postgraduate studies. This mirrors the fact that a high number of these educators understand promotion of intercultural competence merely ...

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EFL student teachers' renewed comprehension of interculturality and research about interculturality

Researching interculturality can be a complex task because of the multiple angles to consider in the context of English teacher education programs. This article aims to analyse the experiences of five Colombian EFL student teachers who participated as assistants in a cross-cultural and cross-national research project. Information was gathered from research group conversations and reflections written by the EFL student teachers around their work within the research. The data analysis showed that the EFL student teachers' participation in the research project contributed to giving a new significance to their understanding of the concept of interculturality and being intercultural. In the same way, they had the chance to demystify some ideologies learned during their major. And lastly, EFL student teachers renewed their attitude toward the intercultural research process. Finally, it is concluded that the active participation of EFL student teachers in research aimed at promoting interculturality contributed to their understanding of interculturality within their professional practice.

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Students and Teachers’ Causal Attributions to Course Failure and Repetition in an ELT Undergraduate Program

This article is the product of a diagnostic research study conducted by two professors from the APRENAP research group at Universidad Surcolombiana from Neiva, Huila, Colombia. The study aimed at looking into the causes for the English courses repetition phenomenon which was evident among many students especially in the advanced semesters at the ELT undergraduate program in the university. The main purpose of this qualitative study that followed the Grounded Theory principles was to determine to which factors the academic community of the program- professors and students- attributed the constant failure and repetition of advanced English courses by some students. Findings gathered from the analysis of a questionnaire and a semi-structured interview evidenced that variables such as a lack of autonomous learning habits, economic, labor and family responsibilities, and few hours of class, among others, affect negatively students’ foreign language learning.

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- by Lisseth S Rojas Barreto
- •
- 7
  Psychology, Mathematics Education, Grounded Theory, Linguistics

Activities Units7to9A PartI

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- by DOLLY MARCELA GUTIERREZ CORTES
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English

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