Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

Foreign language teaching in distance education is administratively and pedagogically challenging; research on the perspectives of novice practitioners’ online teaching is also relatively scarce. This study explores how a novice Japanese teacher navigated and negotiated her professional development in a two-way virtual practitionership during her first online teaching. Data were collected from ongoing dialogue journals between the novice and her mentor followed by a semi-structured interview. Qualitative results indicate that pedagogically-sound and personalized digital tools can not only reduce the psychological distance between the teachers and students, but facilitate online teaching and learning via a performance-driven, standard-based curriculum. Informed by Action Research, the study reveals how both practitioners de/...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Focusing on two Chinese female university students from contrasting social class positions, Chen and Natalia, this article explores how engaging with generative artificial intelligence (AI) tools built on large language models constitutes social practice that can reproduce inequalities in language learning. Drawing on Darvin and Norton’s model of investment, we examine how these learners invest in AI literacy practices (as a specific type of digital literacies) shaped by differing dispositions toward technology and unequal access to material and symbolic resources. Data were collected through interviews, questionnaires, and digital artifacts, and analyzed using NVivo 12 following an inductive, case-based approach. Findings reveal that Chen, a middle-class student with extensive access to cultural, material, and social capital, was...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Language teachers’ experiences of identity tensions present valuable opportunities for researchers to understand the complex role of professional identity in shaping language teachers’ instructional practice. This exploratory sequential mixed-method study reports on identity tensions as experienced by teachers of Chinese as an additional language (CAL), and its role in mediating their instructional practice in intercultural teaching. First, seven types of professional and sociocultural identities related to intercultural teaching were generated based on interview responses and observation field notes from 10 CAL teachers. One hundred and three CAL teachers were then surveyed to identify the roles of these identities in mediating their approaches to intercultural teaching. An exploratory factor analysis of the survey data suggested...

Ver ficha completa

Tipo: artículo

Metodología: experiencia práctica

Temas: motivación

Resumen:

Texto completo

La situación personal del alumnado inmigrante sin duda condiciona su actitud hacia el aprendizaje del español. En Accem-Asturias contamos con más de dos décadas de experiencia en la enseñanza del Español como Lengua Extranjera (E/LE). La presente comunicación muestra actividades organizadas desde las clases de E/LE en las que los estudiantes dan a conocer aspectos de su lengua, su cultura y su lugar de origen a personas autóctonas del entorno inmediato. Se prepara en el aula una presentación con el formato, temática y contenidos que el o la aprendiz desea y la pone en común en diversas acciones organizadas ad hoc en centros culturales, educativos, asociaciones locales, etc. Las actividades, de...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: identidad

Resumen:

The resolution of identity tensions has become an important theme in language teacher identity development, but an identity tension approach to language teacher researcher identity is missing from the literature. This systematic literature review examines the inherent tensions and conflicts in teacher researcher identity development. A search across multiple academic databases yielded studies that problematize identity conflicts and tensions. We reviewed a total of 25 studies published between 2008 and 2024 and analysed how challenges related to teachers’ engagement in research shape the experiences of teachers who engage in various forms of research. After compiling a list of tensions across studies, the authors used thematic analysis to determine three categories of tensions: those relating to the research itself, teacher...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Future second language (L2) self-images have proven integral to L2 motivation, prompting several attempts to purposefully develop learners’ ideal L2 selves over the past decade through the use of vision-building techniques. Some of these ‘vision interventions’ have reported successfully enhancing learners’ L2 self-images and motivation; other studies, however, diverge from an unqualified success narrative, citing for example a lack of increase in learner effort despite stronger future vision. Data collection has also been typically restricted to the period of the intervention itself, and so insight into the long-term take-up of the introduced techniques, or how potential outcomes develop over time, remains limited. To gain further understanding into such issues, we have charted the evolving nature of the L2 vision intervention over...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Learning about the factors that play a positive or negative role in language teachers’ dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers’ mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: cómic/historieta

Resumen:

Texto completo

El presente artículo es un aporte al desarrollo de la alfabetización visual en la clase de E/LE a partir de la novela gráfica Virus tropical de Powerpaola. Parte de un enfoque narratológico a fin de fomentar las competencias socioculturales y la conciencia de la identidad de los aprendientes respecto al español como una lengua pluricéntrica. La secuencia didáctica está estructurada en dos partes que se centran en el desarrollo integrado de las competencias propuestas.

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: identidad

Resumen:

This study examines how language teacher identity shapes technology integration through the lens of the Technological Pedagogical Content Knowledge-language teacher identity framework. A mixed-methods design was employed, involving survey data from 320 university foreign-language teachers and qualitative data from interviews, observations, and journals with 30 participants. Quantitative results showed that pedagogical beliefs and self-efficacy significantly predicted Technological Pedagogical Content Knowledge levels. Qualitative findings revealed that identity conflicts, especially tensions between traditional roles and innovation demands, often constrained technology use, despite high confidence or competence. By foregrounding identity as a mediating mechanism, the study positions the Technological Pedagogical Content Knowledge-...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Texto completo

While interest in the learning of a language other than English (LOTE) has increased, research on how to foster learners’ motivation towards learning a LOTE is still scarce. With a specific focus on learners’ ideal LOTE and multilingual selves, this article reports on an intervention study which employed near peer role model (NPRM) to construct Chinese undergraduates’ LOTE learning motivation. The research aim was to explore the role of the near peer role modeling in nurturing the development of the LOTE-related facets of learners’ ideal selves. Open questionnaires, interviews and written journals were used to collect data at one Chinese university over the course of one academic term. Findings...

Ver ficha completa