How-A Colombian Journal for Teachers of English最新文献_第6页

Publishing in Local ELT Journals: A Way to Decolonialize Knowledge 出版地方英语期刊：知识去殖民化的一种途径

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.685

M. Cárdenas

{"title":"Publishing in Local ELT Journals: A Way to Decolonialize Knowledge","authors":"M. Cárdenas","doi":"10.19183/how.28.3.685","DOIUrl":"https://doi.org/10.19183/how.28.3.685","url":null,"abstract":"Educational institutions, particularly those for higher education, seek to ensure their visibility and valid indicators for institutional accreditation processes through the publications of their teachers. Their projection is intimately associated with the circulation of their production in accredited publications whose reputations depend on their positions in prestigious rankings, databases, and indexing systems. That is why Colombia, in recent years, has experienced an increase in the number of scientific journals published in the country. This phenomenon was a reaction by academics to the obstacles for publishing in renowned journals, generally edited in hegemonic or central contexts, where it is presumed that knowledge is disseminated for the whole world. In this article, I analyze the role played by locally edited journals in the decolonialization of knowledge. I base my analysis on studies carried out in the fields of the English teacher as researcher and writer, academic writings, and the publication of scientific journals. I identify the contributions, suggestions and challenges for publications in the English Language Teaching area. I also stress the importance of strengthening professional communities, encouraging greater participation by professors in the dissemination of their work, and the need to value knowledge generated in peripheral contexts, without ignoring links with the global world.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking 语言教育政策研究领域的出现与发展:为政策制定的本地视角奠定基础的贡献

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.677

Carmen Helena Guerrero-Nieto, Á. Quintero-Polo

{"title":"Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking","authors":"Carmen Helena Guerrero-Nieto, Á. Quintero-Polo","doi":"10.19183/how.28.3.677","DOIUrl":"https://doi.org/10.19183/how.28.3.677","url":null,"abstract":"This article presents our narration of the emergence and development of a research area about the teaching and learning of the English language in Colombia and the creation of a research group named Critical Studies of Colombian Education Policies. The narration includes a description of the bilingual education policy in Colombia and a literature review of how the themes Different Shades of the Colombian National Plan of Bilingualism and Theoretical and Practical Concerns over Bilingualism have been addressed by authors of local journals, such as How, Profile, Íkala, and Colombian Applied Linguistics Journal, in the issues published from 2008 to 2020. The description and literature review link the life stories of our growth as teachers and researchers as related to the research area and research group mentioned above. A final part of the narration refers to our contributions to the ELT field in Colombia through the following two themes: Dimensions of Language Policies: A Political Discourse Perspective and Making Teachers’ Agency Relevant: Bottom-up Approaches to the Study of Language Education Policies.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41986550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Culture and Interculture: What are we talking about? Challenges for the ELT Community 文化和跨文化:我们在谈论什么?英语教学社区面临的挑战

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.676

Carlos Rico-Troncoso

{"title":"Culture and Interculture: What are we talking about? Challenges for the ELT Community","authors":"Carlos Rico-Troncoso","doi":"10.19183/how.28.3.676","DOIUrl":"https://doi.org/10.19183/how.28.3.676","url":null,"abstract":"Talking about culture in the field of teaching foreign languages is not a new topic, but talking about interculture and interculturality is a subject that is now gaining a lot of interest in the field of ELT. Especially in the last two decades we have witnessed the growth of publications in this regard. We find all kinds of publications, but we are still having seeing the same fundamental questions that become relevant in these times of change: what we teach, who we teach it to, why we teach it, and how we teach it. These questions have always been relevant for language teachers, but today they have become even more meaningful since we are living in different times, times marked by unexpected political changes, strong economic pressures, and an unreasonable need to homogenize and standardize all the processes of teaching and learning. We must think collectively from new (postmodern) paradigms, empower ourselves, and begin to change our pedagogical practices. The aim of this paper is to share reflections on what foreign language teaching should be and how we should be thinking about culture and interculturality in our classrooms. This is an invitation to think about the need to interculturalize the teaching of the foreign language.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43554588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reconstructing a Personal Story about Being a Teacher Educator and a Researcher 重构一个教师教育者和研究者的个人故事

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.678

Jairo Enrique Castañeda-Trujillo

引用次数: 1

Colombian ELT Community and Scholarship: Current Pathways and Potency 哥伦比亚英语教学社区和奖学金:目前的途径和效力

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.681

Edgar Lucero, Adriana Castañeda-Londoño

引用次数: 2

Local Identity Studies of Gender Diversity and Sexual Orientation in ELT 英语教学中性别多样性与性取向的地方认同研究

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.683

Harold Castañeda-Peña

引用次数: 1

On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies 哥伦比亚英语教师的专业发展及其与语言教育政策的历史互动

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.679

Adriana González-Moncada

{"title":"On the Professional Development of English Teachers in Colombia and the Historical Interplay with Language Education Policies","authors":"Adriana González-Moncada","doi":"10.19183/how.28.3.679","DOIUrl":"https://doi.org/10.19183/how.28.3.679","url":null,"abstract":"The professional development of English teachers is a significant area in language teaching and learning, as well as in teacher education. On the one hand, at least in theory, professional development initiatives respond to the teachers’ changing needs. On the other hand, it reflects the beliefs that different educational authorities and stakeholders have about English uses and education. In this self-study, I consider the professional development of English teachers in Colombia and its tight connection to the language education policies of the country. Following a chronological approach, I present the findings as landmarks that have contributed to my reflections and research around professional development and language education policies. Discussing the findings, I show how the discourses and decisions about teachers’ continuing learning represent certain views of language, second language acquisition, English language teaching and learning, and teachers as professionals. This self-study addresses some of the concepts that illuminate the discourses that have shaped English teachers’ professional development. Focusing primarily on the development of the National Program of Bilingualism, I underscore the power of these concepts over the major decisions made at the local and school levels. In the analysis of the past and present of teachers’ professional development in Colombia, I conclude on the necessity of maintaining critical scholarly work to contribute to the construction of local knowledge for future reflection.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46588973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment 语言评估素养:通过评估培养英语教师的见解

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.673

Frank Giraldo

引用次数: 2

Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda 教师教育中的语言和识字实践：地方议程的贡献

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.680

Amparo Clavijo-Olarte

{"title":"Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda","authors":"Amparo Clavijo-Olarte","doi":"10.19183/how.28.3.680","DOIUrl":"https://doi.org/10.19183/how.28.3.680","url":null,"abstract":"Language and literacy practices in teacher education are decisive in the education of future language teachers. In this article, I share my beliefs as a teacher educator about language and literacy practices constructed with teachers in Bogota. Thus, my intention is to weave my professional narrative through the connections I can make from theory and praxis to explain teachers´ understandings of language and literacy through their life and literacy experiences and the way they organize their practice as language teachers. My research trajectory of thirty years documenting the local literacy practices within the research area of literacy studies and local pedagogies for social transformation has significantly informed my practice. University-school partnerships and international collaborations for research and teaching in Brazil, Chile, Costa Rica, Manchester, in the USA, and Dundee, in the UK, have nurtured me personally and professionally. My understanding of literacy as a social practice evolved to critical literacies and I developed knowledge in community pedagogies and city semiotic landscapes through reflections and collaborations via working with teachers. Community-based pedagogies (CBPs) invite teachers to see their life and work in relation to places they live and teach as meaningful content for linguistic, social, cultural, ecological, and economic resources to inspire students´ inquiries and teachers´ transformative practices. The city semiotic landscapes are powerful literacies for language learning; therefore, they currently adhere to the research group´s agenda (2019-2021). I describe my understandings, contributions, and suggestions as concerns in the field of teacher education in Colombia. My conclusions raise awareness about the need to address these topics in teacher education programs in Colombia.","PeriodicalId":43460,"journal":{"name":"How-A Colombian Journal for Teachers of English","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42322619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Criticality and English Language Education: An Autoethnographic Journey 批判性与英语语言教育：民族志之旅

IF 0.2

How-A Colombian Journal for Teachers of English Pub Date : 2021-10-05 DOI: 10.19183/how.28.3.682

R. A. Mora

引用次数: 1