Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Despite empirical evidence in support of the effectiveness of using tasks in young learners’ classrooms, task implementation has been repeatedly reported as a thorny problem. An essential but under-researched issue is how in-service teacher education programme can be conducted to facilitate teachers’ implementing tasks in their classrooms. This practitioner research article reports on a researcher and teacher educator’s action research study in which she worked with Lucille (pseudonym), a novice English language teacher, to design and implement two repeated task-based language teaching (TBLT) lessons for Grade 2 students at a Chinese primary school. During a six-week teacher education program consisting of two cycles of TBLT lesson planning, implementation, evaluation, and reflection, the teacher educator provided continuous support...

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Tipo: artículo

Metodología: trabajo teórico

Temas: metodología de investigación

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Over the past two decades, ‘inclusivity’ has become a key issue in research in applied linguistics and language education. However, the inclusion of teachers, teacher educators, and learners as researchers with key insights into their contexts has not yet been fully examined. This thought-piece explores developments in inclusive practitioner research, specifically focusing on exploratory practice (EP). The article probes the notion of inclusivity, asking why inclusivity matters and what does it mean for practitioner researchers. It sheds new light on inclusivity in exploratory practice, amplifying and deepening understandings, and shifting perceptions of what it means to be inclusive, as it...

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Tipo: artículo

Metodología: estudio empírico

Temas: español para fines específicos

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En esta comunicación queremos presentar los resultados de la aplicación del diario de aprendizaje en nuestros cursos de Español para Fines Específicos (EFE) como herramienta reflexiva para facilitar y evaluar el proceso de aprendizaje. Cuando pedimos a nuestros estudiantes que escribieran sus diarios pretendíamos alcanzar un doble objetivo. Por un lado, esperábamos desarrollar su pensamiento crítico y una actitud abierta al debate y al cuestionamiento sobre lo que sucede en el aula. Por otra parte, esperábamos usar esta técnica para garantizar una mayor calidad de enseñanza. Los diarios nos ofrecieron información detallada sobre lo que los estudiantes habían aprendido durante el curso y cómo fue su...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers’ RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many educational contexts. While existing literature has documented the potential benefits that student teachers may reap from video-based RP, there is a lack of attention to the complex interplay between the process of their RP and the contextual factors in their situated learning environment. This article reports on a study which aims to promote video-based RP among student teachers in a pre-service language teacher education course in Hong Kong. Drawing on data from post-course interviews with...

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Tipo: artículo

Metodología: estudio empírico

Temas: reflexión docente

Resumen:

In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote...

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Tipo: artículo

Metodología: experiencia práctica

Temas: literatura

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Esta comunicación focaliza una intervención didáctica en el aula de español como lengua extranjera (E/LE) realizada en la Universidad Estadual Paulista (UNESP), Campus de Araraquara, Brasil, con el objetivo de presentar la experiencia de un proyecto práctico-reflexivo en torno a los imaginarios sociales y culturales presentes en una selección de cuentos cortos de escritores de la literatura hispanoamericana: Juan Rulfo, en México (El llano en llamas, 1953), Gabriel García Márquez, en Colombia (Ojos de perro azul, 1974) y Julio Cortázar, en Argentina (Casa tomada y otros cuentos, 2007). Realizada con estudiantes de tercer año de E/LE, nivel intermediario, como acercamiento hacia las maneras de...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This article recounts my experience in enhancing my students’ boredom regulation by designing, implementing, and evaluating a strategy instruction project. The project was undertaken with 25 Thai university students enrolled in my English oral communication course for 15 weeks. The project began with exploring how and why my students experienced boredom in my classroom and their habitual boredom coping strategies while examining and modifying the initial design of my strategy instruction. Between weeks 8 and 12, I implemented five boredom regulation strategy sessions by using reappraisals and boredom coping as key components. Students engaged in guided practice, developed their own boredom regulation strategy toolkit, shared their ideas with peers, and reflected on their strategy use. Triangulating data from whole-class surveys, focus...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants’ pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to...

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Tipo: artículo

Metodología: experiencia práctica

Temas: migración y acogida

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Soy profesora de español para extranjeros e imparto clases a inmigrantes desde hace dos años. Mi experiencia práctica va a versar sobre la enseñanza del español a los inmigrantes y sobre los problemas que conlleva.

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

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This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat? ) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how . Additionally, exploring a why question did not always lead to a deeper understanding. To address...

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