2024-03-29T05:48:28Zhttps://rei.iteso.mx/oai/requestoai:rei.iteso.mx:11117/82362023-03-01T14:16:24Zcom_11117_1031col_11117_8217
La capacitación y el desarrollo profesional en el uso del inglés como medio de enseñanza-aprendizaje para fortalecer la estrategia de internacionalización en casa
Brown, Sarah J.
Clinton, Alison J
professional development
global curriculum
internationalization at home
internationalization of the curriculum
Internacionalización en Casa
Internacionalización del Currículo
Currículo Global
Desarrollo Profesional
En este capítulo abordaremos la internacionalización del currículo y la importancia de involucrar al cuerpo docente en dicho proceso. Revisaremos la historia del aprendizaje integrado de contenidos y lenguas extranjeras y la capacitación en inglés como medio de enseñanza-aprendizaje en la universidad ITESO, así como los pasos a seguir para introducir clases de contenido en este idioma a fin de aumentar la educación internacionalizada. También consideramos que el papel principal de un experto en lengua inglesa trabajando con instructores del personal académico es el de capacitar, asesorar, observar y dar retroalimentación. Por último, sugerimos posibles áreas de desarrollo profesional para apoyar la creación e implementación de un plan de estudios internacionalizado.
In this chapter, we discuss internationalization of the curriculum and the importance of engaging faculty in that process. We review the history of Content and Language Integrated Learning and English Medium Instruction training at ITESO University and the steps taken to introduce content classes in English to increase internationalized education. We also consider the key role of the English Language Expert working alongside the faculty instructor to train, advise, observe,
and give feedback. Lastly, we suggest possible areas of professional development to support the creation and implementation of an internationalized curriculum.
2022-10-14T17:41:25Z
2022-10-14T17:41:25Z
2021-12
info:eu-repo/semantics/bookPart
info:eu-repo/semantics/publishedVersion
Brown, S. & Clinton, A. (2021). La capacitación y el desarrollo profesional en el uso del inglés como medio de enseñanza-aprendizaje para fortalecer la estrategia de internacionalización en casa. En B. Leask, A. Torres-Hernández, M. Bustos-Aguirre y H. DeWit (ed.), Reimaginar la internacionalización del currículo, pp.141-167. Guadalajara: Universidad de Guadalajara.
978-607-571-434-9
https://hdl.handle.net/11117/8236
spa
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
Universidad de Guadalajara
oai:rei.iteso.mx:11117/24762020-02-12T06:55:12Zcom_11117_1031col_11117_1535
Collaborative work outcomes in a L2 class: learners' attitudes towards collaborative work
González-López, María E.
English Language Learners
English Language Teaching
Collaborative Work
Enseñanza del Inglés
Trabajo Colaborativo
Aprendizaje del Inglés
Teaching English
The main objective of this research paper is to inquire what learners' attitudes are towards working in a collaborative mode. Furthermore, what their modes of working preferences are in order to shape my classes design. For this purpose, learners who study English as a second language in a Mexican private university participated in a questionnaire and an interview. This was focused in three groups who were in A1 and A2 (CEFR) with forty-eight members through a period of six months.
The findings showed that most of the learners prefer working in a collaborative mode when they are facing a difficulty due to their lack of vocabulary, for instance; when they are giving presentations in front of class. These learners expressed the importance of feeling supported and being acquainted to their peers.
Whereas, a few number of learners claimed there were more advantages working in an individual mode. They assured that when they work in an individual mode they had more opportunities for insight of what they already learned and what they needed to correct. Moreover, they expressed their feeling disappointed when their peers did not have the same level of commitment to learning.
Interestingly, findings showed their interest in incorporating games in their classes. Learners of the three groups described enthusiastically the game- type activities where they felt collaborative worked the best. The characteristics of these games were interactive, fun and helpful for learning.
ITESO, A.C.
2015-09-25T18:42:59Z
2015-09-25T18:42:59Z
2014-11
info:eu-repo/semantics/masterThesis
González-López, M.E. (2014) Collaborative work outcomes in a L2 class: learners' attitudes towards collaborative work. Master of Arts by advanced study in Education (special field: Teaching English to Speakers of Other Languages), University of St Mark and St John.
http://hdl.handle.net/11117/2476
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
University of St Mark and St John
oai:rei.iteso.mx:11117/24342020-02-12T06:55:11Zcom_11117_1031col_11117_1535
Addressing attitudes of anxiety and inferiority among english language learners in Mexico
Arias-Sais, Guillermina
Identidad
Cultura
Sentimiento de Inferioridad
Ansiedad
Actitud
Aprendizaje
Inglés
Enseñanza del Inglés
Identity
Culture
Feeling of Inferiority
Anxiety
Learning
Teaching English
English Language Learners
Estudiantes de Inglés como Lengua Extranjera
This dissertation is a micro-ethnography study that examines students’ attitudes
and feelings towards English in a private university in the west of Mexico. It also
investigates the connections between the socio-cultural context and the
attitudes the students hold. It is an attempt to better understand all the possible
origins of their negative attitudes and anxiety regarding the process of learning
English as a foreign language. I assume that teachers and students need to be
more aware of the context and the specific needs of a historical-cultural
background. I examine this context using a developmental research sequence
(DRS) of ethnography research proposed by Spradley’s (1979, 1980). As a
conclusion, I argue that if teaching EFL in Mexico pretends to respond to
specific context-bound needs, teachers need to adapt their teaching practice
and the textbooks as a way to contextualize or even better “Mexicanize” the
process of learning English as a foreign language.
Estudio micro-etnográfico que examina las actitudes y sentimientos de estudiantes hacia el idioma inglés en una universidad privada de México. Se utiliza la secuencia de investigación etnográfica propuesta por Spradley. Se examina la relación entre el contexto sociocultural y las actitudes hacia el idioma que los estudiantes manifiestan. El presente estudio es un intento de entender mejor el posible origen de actitudes negativas y de ansiedad ligadas al proceso de aprender inglés como lengua extranjera en un contexto socio-histórico-cultural determinante. Es de asumir que dicho contexto tiene que ser tomado en cuenta tanto por docentes como por estudiantes, y se llega a la conclusión de que la enseñanza del inglés como lengua extranjera en México debe de ser contextualizada. Se identifica la necesidad de los maestros de inglés de adaptar su práctica docente y los mismo libros de texto para lograr "mexicanizar" el proceso de enseñanza-aprendizaje del idioma inglés como lengua extranjera.
ITESO, A.C.
2015-09-15T18:42:30Z
2015-09-15T18:42:30Z
2014-11
info:eu-repo/semantics/masterThesis
Arias-Sais, G. (2014). Addressing attitudes of anxiety and inferiority among english language learners in Mexico. Master of Arts by advanced study in Education (special field: Teaching English to Speakers of Other Languages), University of St Mark and St John.
http://hdl.handle.net/11117/2434
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
University of St Mark & St John
oai:rei.iteso.mx:11117/58352021-08-19T19:46:29Zcom_11117_1031col_11117_5833
Deconstructing Language Learners’ Feelings of Inferiority Through Teletandem
Desconstruindo a sensação de inferioridade de aprendizes de línguas por meio do Teletandem
Zulaica-Gómez, Paula A.
Teletandem
Telecollaboration
Student Identity
Autonomy
Student Inferiority Complex
Language Acquisition
English as a Second Language
Language Instruction
Tandem Learning
Second Language Acquisition
Teletandem is based on principles of reciprocity, equality, collaboration, and autonomy between two participants who are eager to learn their target language and share their knowledge of the one in which they
are proficient at the same time. While this is true, each party comes to the experience with their own context, perception, and attitudes
towards their target language, and thus, their circumstances are unequal, particularly those pertaining to their motivation for enrolling in a foreign language class. In the case of Mexican
learners of English as a foreign language, several sociocultural factors, resulting from the country’s colonial history affect their motivation
and attitude towards English. This article focuses on a) how perceptions and attitudes towards English affect the willingness of
Mexican learners to participate in teletandem sessions by self-imposing a lower station within a preconceived social hierarchy, and
b) how teletandem can break through these preconceived notions and change the way they perceive themselves and their partners. Results
of post-session evaluations reveal how after participating in teletandem and reflecting on the experience, they report increased motivation
and confidence in their target language skills.
2019-03-07T17:40:02Z
2019-03-07T17:40:02Z
2018-12
info:eu-repo/semantics/article
Zulaica-Gómez, P. A. (2018). Deconstructing language learners’ feelings of inferiority through teletandem. Revista do GEL, 15(3), 302-323.
1984-591X
http://hdl.handle.net/11117/5835
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
Grupo de Estudios Linguísticos do Estado de Sao Paulo
oai:rei.iteso.mx:11117/65572021-09-06T15:56:20Zcom_11117_1031col_11117_5833
Antecedentes y fundamentos teóricos de los cursos universitarios de contenido disciplinar con lectura y escritura: un acercamiento al contexto latinoamericano
Ochoa-Villanueva, Eurídice M.
Rengifo-Mattos, Karina D.
Programa de Escritura
Cursos Disciplinares con Lectura y Escritura
Latinoamérica
Este trabajo presenta un análisis de los antecedentes de los cursos de contenido disciplinar que incorporan a la lectura y la escritura como medios tanto para el aprendizaje de los conocimientos del área, como de la discursividad académica de la disciplina. Asimismo, expone un panorama de los fundamentos teóricos que subyacen a dichos cursos en América Latina y de la manera en que se operan en esta misma región. Se encontró que las teorías a partir de las que se diseñan y ponen en marcha se manifiestan en distintos ámbitos: en la manera en que se conciben el lenguaje, la lectura y la escritura; en la forma en que se entiende su enseñanza; y en el enfoque desde el que se define a los estudiantes a quienes se dirigen las propuestas. Además, se destacan tres formas de impartirlos: el modelo de profesores asociados, uno disciplinar y un especialista en lengua; el de asesorías, en el que el docente disciplinar recibe asesoría del de lengua; y el de apoyo a programas, en el que el especialista en lengua trabaja con los estudiantes en sesiones paralelas a las del disciplinar. En Latinoamérica, los cursos disciplinares con lectura y escritura como medios para el aprendizaje son heterogéneos no solamente en su formulación de origen, sino en sus fundamentos teóricos y en su operación. Asimismo, presentan diferentes grados de consolidación. Profundizar en su estudio los puede fortalecer, así como enriquecer el campo de conocimiento de la enseñanza de la escritura en la universidad
ITESO, A.C.
2021-04-27T22:25:56Z
2021-04-27T22:25:56Z
2021
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Ochoa-Villanueva, E.M. y Rengifo-Mattos, K.D. (2021). Antecedentes y fundamentos teóricos de los cursos universitarios de contenido disciplinar con lectura y escritura: un acercamiento al contexto latinoamericano. Educatio Siglo XXI, 39 (1): 21-40.
1699-2105
https://hdl.handle.net/11117/6557
spa
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
Universidad de Murcia
oai:rei.iteso.mx:11117/33992020-02-12T06:55:47Zcom_11117_1031col_11117_1535
Students´ opinions about the use of L1 in an intermediate level course
Arenas-Iglesias, Laura M.
English Language Teaching
English Language Learners
Enseñanza del Inglés
Use of the Mother Tongue in the Language Classroom
The use of the mother tongue in the language classroom has created controversy for years and its role in the different teaching methods that have been developed has also been clearly defined. Experts in the language-teaching field have conducted studies whose results have approved its use whereas others have disapproved it. Two reasons against its use are that learners do not have sufficient exposure to the target language and that they do not receive the necessary amount of input resulting in poor language proficiency. On the other hand, some researchers claim that the judicious use of students’ L1 produces benefits such as stress relief. However, despite the disadvantages of the use of students’ mother tongue in the language class and in the personal need to do what is best for students in my teaching context is how this research project began.
This project was conducted at a private university in Mexico, where I am currently working, and 38 students were used as subjects. The participants, whose L1 is Spanish, belong to two pre-intermediate level groups and answered an online questionnaire in class. Also, two different teachers participated: a Spanish native speaker (myself) and an English Native speaker who speaks Spanish but does not talk to her students in their mother tongue. Their responses were analysed through a mixed-method (Dörnyei, 2007; Borg, 2009, in Hall and Cook, 2013) that combined qualitative and quantitative approaches. Based on the results, I tried to find the answers to the following research questions: Under what circumstances do students consider the use of their mother tongue a benefit for their learning process? Do affective factors influence the learning process? Can the use of students’ mother tongue help diminish anxiety?
In general, the results showed positive opinions on the use of L1 in the language classroom by both students and teachers but only under certain circumstances. The use of L1 does not seem to hinder their learning process, but having to speak only English does make them experience negative feelings. The fact that both students and the teacher can interact in the same language seems to lower students’ anxiety levels and perform more easily.
ITESO, A.C.
2016-05-13T00:03:25Z
2016-05-13T00:03:25Z
2016-06
info:eu-repo/semantics/masterThesis
Arenas-Iglesias, Laura M. (2016). Students´ opinions about the use of L1 in an intermediate level course. Master Teaching English to Speakers of Other Languages. University of St Mark and St John.
http://hdl.handle.net/11117/3399
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
University of St Mark and St John
oai:rei.iteso.mx:11117/23482020-02-12T06:54:36Zcom_11117_1031col_11117_1535
Towards the adoption of inclusive strategies for a non-sighted undergraduate student in an efl classroom: a case study
Moreno-Navarro, Martha
Educación Inclusiva
Invidentes
Docencia del Inglés
Estudios de Caso
Inclusive Education
Sightless
English Language Teaching
Estudio de caso sobre el uso de diferentes estrategias tecnológicas y socio-afectivas para potenciar el aprendizaje de un estudiante invidente en clases de inglés como lengua extranjera en una universidad mexicana. The main objective of this case-study was to understand which inclusive strategies—
technological and/or socio-affective—tend to render a positive influence in the learning
process of a non-sighted undergraduate student enrolled in an English as a foreign language
programme in a Mexican private university. The inquiry focuses on one of the eight courses
that constitute the programme. Vygotsky’s views and their effects in inclusive education
founded the decisions taken regarding the implementations made to promote an inclusive
environment that may lead the non-sighted learner (NSL) to a successful achievement of
the course aims. On the one hand, adjustments within the technological area incorporated
the use of assistive technology, optimizing the use of JAWS—written-to-audio texttranslator—inside
and outside the classroom. On the other hand, adaptations within the
socio-affective field included the encouragement of mediation practices, the incorporation
of collaborative activities and the support of the NSL’s strengths. Data was gathered from
different stakeholders, which included the NSL himself, his former and intervention-group
teachers and peers, as well as external observers. Video-recordings, interviews, and
questionnaires were the means used to attain the data. Two main conclusions may be drawn
from the results obtained; first, that the mediation and collaborative practices incorporated
during the study promoted positive attitudes on the class as a whole and especially on the
target student, strengthening his self-esteem and, therefore, making his learning efforts
more successful; second, that supplying the NSL with information in advance and
optimizing his use of technological resources, provided him with egalitarian learning and
performing conditions throughout the course. This paper also aims to highlight the need for
further work regarding adaptations of textbooks and tests to make them more accessible to
NSLs. Finally, some conclusions and recommendations are presented in hope that they
inform teachers with non-sighted learners in their EFL classrooms.
ITESO, A.C.
2015-08-12T16:27:22Z
2015-08-12T16:27:22Z
2011
info:eu-repo/semantics/masterThesis
Moreno-Navarro, M. (2011).Towards the adoption of inclusive strategies for a non-sighted undergraduate student in an efl classroom: a case study. Dissertation submitted in part-fulfillment of the requirements for the Med in English Language Teaching
http://hdl.handle.net/11117/2348
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
University College Plymouth St Mark & St John
oai:rei.iteso.mx:11117/26142023-10-18T14:21:30Zcom_11117_1031col_11117_1535
A comparative study on the use of female and male voices in television ads aimed at a female audience
Clinton-McGuire, Alison J.
Televisión
Advertising
Language
Stereotypes
Ideology
Televisión
Publicidad
Lenguaje
Estereotipos
Ideología
The thesis is a brief investigation into the use of male and female voices in Mexican television advertisements. It queries why there is such a disproportionate distribution of male and female voices and explores the reasons why this may be so. It looks at persuasive messages in general and their frequent use of stereotypes. It also investigates the social element of communication and its role in contemporary culture. Ideologies and empowerment are also touched upon with regard to the field of advertising and their manifestations related to power and authority vis a vis gender.
Se presentan los resultados de una investigación del uso de voces masculinas y femeninas en publicidad comercial transmitida en la televisión mexicana. Se pregunta por la distribución tan desproporcionada de voces masculinas y femeninas, y se exploran posibles explicaciones. Se examinan los mensajes persuasivos en general y su recurso frecuente a los estereotipos. Se investiga asimismo el elemento social de la comunicación y su papel en la cultura contemporánea. Las ideologías y el empoderamiento también entran en la discusión de la publicidad comercial, relacionándose sus manifestaciones con el poder y la autoridad con respecto al género.
ITESO, A.C.
2015-10-28T20:25:20Z
2015-10-28T20:25:20Z
2004-11
info:eu-repo/semantics/masterThesis
Clinton-McGuire, Alison J. (2015). A comparative study on the use of female and male voices in television ads aimed at a female audience. Post graduate dissertation for MLitt in Cultural Studies, University of Strathclyde.
http://hdl.handle.net/11117/2614
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
México
University of Strathclyde
oai:rei.iteso.mx:11117/62752021-09-06T16:01:05Zcom_11117_1031col_11117_5833
The Impact of EMI on ELT Professional Development
Brown, Sarah J.
Clinton, Alison J.
EMI (English Medium Instruction)
internationalization
ELE (English Language Expert)
CLIL (Content and Language Integrated Learning)
paradigm shift
disciplinary discourse
STEM (science, technology, economics, mathematics)
scaffolding input
ELT (English Language Teaching) pedadogy
ELT methodology
professional development
education
Mexico
teacher training
In this paper, it is our intention to discuss the history of CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) training at our university and explain how this has led us to realize that there are two possible areas for professional development for the English language teacher (ELT). EMI potentially provides an opportunity for the ELT to become an English language expert (ELE) accompanying EMI instructors or to become an EMI instructor. We consider the steps we have taken in order to foment content classes in English as a means to increasing internationalized education across faculty. The instruction of content courses in English at the higher education level has been the focus of our particular interest for the past few years at our university and the Language Department has been involved in this part of the university’s internationalization project. The university’s interest in raising its international profile has been top-of-mind for some time now. Not only are the authority figures anxious to improve the university rankings, but they are also interested in attracting foreign students to come to Guadalajara to learn Spanish as a foreign language while they continue studying for credits in their undergraduate programs. These credit-bearing classes, which they study in departments such as mathematics, administration, engineering and so on, are taught in English. The content courses in English (EMI classes) are attended by both foreign and Mexican students, thus providing an international experience for both. Some of the EMI lecturers are native English speakers, but the vast majority are Mexican and English is their second language. Over the years, the university has provided several opportunities for CLIL/EMI training. Faculty members who have undergone this training have realized that EMI requires a change in the instructional methods typically used in a higher education setting. Taking a content class in a language that is not the student’s first language
implies a greater challenge; therefore, how these classes are given is crucial. Scaffolding learning is of vital importance in order to make input accessible for the students and to help them achieve the required academic production (class related assignments such as, essays, summaries, reports, presentations, discussions in English). This scaffolding process is familiar to the English language teacher but may not be to the EMI instructor; therefore, this is an area of support provided by the ELE. We go on to discuss the importance of this ELE working alongside the faculty instructor to train, advise, observe, and give feedback and support. Becoming an ELE advisor for EMI instructors is one possible area for professional development. The second area of opportunity that we envision is that of the language professional looking at their own background to appreciate if they have a future as a possible EMI lecturer, especially if their first area of academic study is unrelated to a languages background. This paper provides real-life examples of English language teachers in this role at our university.
ITESO, A.C.
2020-08-03T22:57:02Z
2020-08-03T22:57:02Z
2020-03
info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
Brown, S. and Clinton, A (2020). The Impact of EMI on ELT Professional Development. Towards Greater Professionalization in Language Teaching, Vol.18, México: ANUPI.
1870-2074
https://hdl.handle.net/11117/6275
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-ND-2.5-MX.pdf
application/pdf
Asociación Nacional Universitaria de Profesores de Inglés
oai:rei.iteso.mx:11117/24352020-02-12T06:55:11Zcom_11117_1031col_11117_1535
Addressing L2 learners' writing problems in a blended program, with specific reference to run-on sentences
DelRío, Marisol
English
Language Writing
Errors
Correction Code
Blended Learning
Inglés
Redacción
Errores
Código de Corrección
Aprendizaje Semipresencial
English Language Teaching
Enseñanza del Inglés
Research on writing processes in foreign language learning and the impact of providing certain kinds of feedback has been overlooked in the Mexican university system. However, it ought to be taken into consideration since writing is the most common form of communication at the tertiary level.
This dissertation demonstrates how university-level EFL (acronym for English Foreign Language) students can be aided significantly in their writing process through the use of a marking code, particularly in relation to the problem of run-on sentences. This issue will be fully described in chapter 1.
The study explores samples of students’ writing which were produced during a particular blended learning course. The same pieces of writing samples include a marking code adapted and implemented by myself in order to have the pupils reflect on their mistakes so that further improvements could be made.
In addition, interviews were conducted with students who had effectively improved their scripts by using the marking code. The interviews are included in order to explore students’ feelings in regards to the code, their success in improving their writing and specifically the use of run-on sentences.
The data yielded in this study demonstrate that a marking code can help students in a positive way as long as guidance is input from the teacher. This may motivate students towards an independent learning style which is currently emphasized in the EFL field.
El uso de un código de corrección puede brindar una ayuda importante a estudiantes universitarios de inglés como lengua extranjera en su proceso de aprender a redactar de manera coherente y legible, particularmente en cuestiones de puntuación y delimitación de oraciones.
ITESO, A.C.
2015-09-15T18:43:13Z
2015-09-15T18:43:13Z
2014-11
info:eu-repo/semantics/masterThesis
DelRío, M. (2014). Addressing L2 learners' writing problems in a blended program, with specific reference to run-on sentences. Master of Arts by advanced study in Education (special field: Teaching English to Speakers of Other Languages), University of St Mark and St John.
http://hdl.handle.net/11117/2435
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
University of St. Mark & St. John
oai:rei.iteso.mx:11117/24772020-02-12T06:55:13Zcom_11117_1031col_11117_1535
“I started the class in English… y la continué en Español”: an auto-ethnographical, qualitative and quantitative research study on the teacher’s code-switching in the EFL classroom
Cabrera, Martha
English Language Teaching
Code-switching
Docencia del Inglés
Alternancia entre Códigos
The
use
of
the
target
language
only
for
English
Language
Teaching
(ELT)
has
been
a
debate
within
professional
discussion.
It
has
been
assumed
that
English
is
best
taught
without
the
use
of
the
learners’
L1.
Recently,
however,
this
English-‐only
assumption
has
been
increasingly
questioned
and
the
role
of
L1
as
a
tool
for
learning
ELT
is
being
reassessed.
Apart
from
this
belief
and
assumption,
there
exists
a
personal
interest
on
my
part
in
discovering
my
students’
attitude
toward
the
target
language
only
use.
Because
I
grew
up
code-‐switching
from
a
young
age
it
seems
natural
to
me
to
do
it
in
everyday
conversation
and
this
reflects
purpose
and
logic.
This
switch
happens
quite
often
in
my
everyday
communication
at
home
and
very
much
so
in
my
EFL
classes.
The
data
reports
on
two
questionnaires
and
audio
recording
of
samples
of
possible
functions
for
code-‐switching
in
class.
The
questionnaires
were
applied
to
my
students,
and
the
other
to
my
EFL
colleagues.
The
questionnaire
to
the
students
was
intended
to
find
out
whether
they
were
aware
of
their
teacher’s
code-‐switching
in
the
classroom
and
whether
they
held
a
positive
or
negative
attitude
towards
it.
The
questionnaire
to
the
EFL
teachers
was
intended
to
compare
and
contrast
my
code-‐switching
with
my
colleagues’
and
identify
their
attitude
towards
this
L1
use.
Although
there
is
variation
between
students
and
teachers
findings,
the
questionnaires
revealed
that
my
students
and
colleagues
did
see
a
range
of
useful
functions
to
the
use
of
L1
in
their
teaching
and
hold
a
positive
attitude
towards
it.
Further
research
is
suggested
for
the
extent
to
which
the
L1
should
be
used
in
the
ELT
classes.
El uso exclusivo del idioma meta en la docencia del inglés como segunda lengua (L2) ha sido tema de debate dentro de la profesión. Se ha asumido que es mejor enseñar el inglés sin recurrir a la lengua nativa (L1) del alumno. Sin embargo, se ha cuestionado recientemente esta creencia en el uso exclusivo de la L2, y se está revalorando el papel de la L1 como herramienta para aprender el inglés. Mi interés personal en descubrir la actitud de los alumnos ante el uso exclusivo de la L2 se debe a que me crié en la frontera entre México y Estados Unidos, en una cultura donde es común el “code-switching”, o alternancia entre códigos, que tiene una lógica y unos propósitos identificables.
Para este trabajo apliqué cuestionarios a alumnos y colegas para conocer su actitud ante la alternancia entre códigos. También grabé en audio partes de la clase para tratar de discernir las funciones que perseguían sus cambios de idioma. Los alumnos y colegas expresaron una actitud positiva hacia la alternancia entre códigos, pues le veían varias funciones.
ITESO, A.C.
2015-09-25T19:05:01Z
2015-09-25T19:05:01Z
2014-11
info:eu-repo/semantics/masterThesis
Cabrera, M. (2014) “I started the class in English… y la continué en Español”: An Auto-‐ethnographical, Qualitative and Quantitative research study on the Teacher’s code-‐switching in the EFL classroom. Master of Arts by advanced study in Education (special field: Teaching English to Speakers of Other Languages), University of St Mark and St John
http://hdl.handle.net/11117/2477
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-2.5-MX.pdf
application/pdf
University of St Mark and St John
oai:rei.iteso.mx:11117/24332020-02-12T06:55:10Zcom_11117_1031col_11117_1535
Becoming Blended. A Case Study in Teacher Identity
Rentería, Victoria
Identidad
Agencia
Maestros
Inglés
Educación Semipresencial
Identity
Agency
Teachers
English
Blended Learning
English Language Teaching
Enseñanza del Inglés
This case-study explores the identities of two teachers in the English Blended Program of a Mexican University during a four month period. The aim is to discover how agency creates different kinds of impacts on teacher's identity in the context of a blended program. Through an interpretive and sociocultural perspective an analysis was conducted by examining data gathered from face-to-face class observations, teacher's Moodle pages, teacher's journals and interviews, as well as questionnaires applied to students, other teachers and Program coordinator. The study shows how the teacher's educational and cultural background as well as their experience and knowledge play an important role to promote or hinder agency. The findings reveal key differences and similarities in teacher's identities, the diverse approaches they adopt when teaching and how they have achieved agency at contrasting paces and why. Also, evidence is presented to support the claim that the Blended Program is an ideal place to observe agency since technology continually changes and demands very active, flexible, creative and experienced teachers. This is such, that it is clear that the e-tutoring course teachers take doesn´t guarantee success. In the end, strong networks of teacher support are proposed as vital to catalyze the confidence necessary to demonstrate agency and overcome resistance to join blended programs. Besides teacher agency, which should be studied in other contexts, it is argued that further research is also required into student agency and how it contributes to successful learning.
Este estudio de caso explora las identidades de dos profesores de un programa semipresencial de inglés de una universidad mexicana durante un período de cuatro meses. El objetivo es descubrir cómo la agencia crea diferentes tipos de impactos sobre la identidad de los maestros en el contexto de un programa semipresencial. A través de una perspectiva interpretativa y sociocultural, el análisis se llevó a cabo mediante el examen de los datos recogidos a partir de observaciones de la clase cara a cara, de las páginas de Moodle de los maestros, de los diarios de los maestros y entrevistas, así como cuestionarios aplicados a alumnos, a otros profesores y al coordinador del programa. El estudio muestra cómo el fondo educativo y cultural de los maestros, así como su experiencia y el conocimiento, juegan un papel importante para promover u obstaculizar la agencia. Los resultados revelan diferencias clave y similitudes en las identidades de los maestros, los diversos enfoques que adoptan cuando se enseña y cómo han logrado agencia en contraste y por qué. Además, se presenta evidencia para apoyar la afirmación de que el programa semipresencial es un espacio ideal para observar la agencia ya que la tecnología cambia continuamente, por lo que demanda maestros más activos, flexibles, creativos y experimentados. El trabajo presenta cómo las fuertes redes de apoyo del maestro son vitales para lograr la confianza necesaria para demostrar agencia y superar la resistencia a participar en los programas semipresenciales. Además de la agencia del profesor, que debe ser estudiada en otros contextos, se argumenta que también se requiere mayor investigación en la agencia de los estudiantes y cómo ésta contribuye a un aprendizaje exitoso.
2015-09-04T16:17:23Z
2015-09-04T16:17:23Z
2014-10
info:eu-repo/semantics/masterThesis
Rentería Navarro, V. (2014). Becoming Blended. A Case Study in Teacher Identity. Tesis de maestría, Master of Arts Teaching English to Speakers of Other Languages, ITESO / Master of Arts by advanced study in Education (special field: Teaching English to Speakers of Other Languages), University of St Mark and St John.
http://hdl.handle.net/11117/2433
eng
http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-ND-2.5-MX.pdf
application/pdf
ITESO / University of St Mark and St John