E.N. Maestría en Enseñanza del Inglés

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https://repositorio.unicordoba.edu.co/handle/ucordoba/6385

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Examinando E.N. Maestría en Enseñanza del Inglés por Autor "Calle Díaz, Luzkarime"

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  • Miniatura
    PublicaciónAcceso abierto
    Analysis of diversity and inclusion in elt textbooks used in private schools from Montería
    (2022-08-31) Caro Petro, Abraham Elías; Calle Díaz, Luzkarime
    Educational practices are increasingly required to address the needs and promote quality and equitable learning environments for learners with different race, ethnicity, gender identities, religious and cultural backgrounds. Representation is key when our goal is to make all students feel included and catered for. Thus, in educational settings, materials become fundamental resources for our everyday endeavor. Ideally, English learning textbooks should be sensitive and inclusive to cultural diversity, and ensure representations that reflect multiculturality, especially in contexts like Colombia where factors such as gender, ethnicity, race, religion, and family backgrounds find a way in our classrooms. Because of this, students’ identity may be affected when they do not feel identified with the representations portrayed in English textbooks if they do not reflect traits or establish connections with students’ own culture. This study aimed to identify the way ELT textbooks used in different private schools from Montería represent diversity and the way representations are interconnected with students’ own context. To gather the data in this research project, three different textbooks from Cambridge publishing house were evaluated. The textbooks were analyzed in terms of race, gender, disability and cultural representations. Elements from content analysis were used to draw conclusions about the way diversity is portrayed and represented in these materials. Findings indicated that the representation of diversity in ELT textbooks is partially represented. English textbooks still hold stereotypes regarding whites dominance, afro-descendant engendered roles, Latinx and Asian stigmas, and ethnicity and disability invisibility.
  • Miniatura
    PublicaciónAcceso abierto
    Factors that contribute to argumentation in culture-based discussions among efl students
    (2022-11-16) Vergara Montes, Pablo; Calle Díaz, Luzkarime
    This study describes the factors that enhance students’ argumentation when participating in culture-based discussions at an undergraduate EFL British Culture course. The research was conducted in a Foreign Languages Teaching Degree at a university in Northwestern Colombia. The objective was to identify the components that aided participants to build and elaborate arguments in culture-driven discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this research, a qualitative case study design was employed. Findings showed that the factors that facilitated the construction of argumentative processes in culture discussions can potentially be peer scaffolding, previous knowledge, inquiry, activism, and connection to participants’ reality.
  • Miniatura
    PublicaciónAcceso abierto
    The role of agency development in colombian teachers' adaptation of the english suggested curriculum for secondary school
    (2022-08-29) Valdelamar Gonzalez, Cindy; Calle Díaz, Luzkarime
    Drawing on the concepts of teacher agency and language policy enactment, this qualitative case study reports how three secondary teachers from two state schools in Colombia enacted the National English Suggested Curriculum for Secondary (ESC) (MEN, 2016). Teachers’ trajectories of action were analyzed as these were influential in ESC adaptation. Semi-structured interviews, teachers’ narratives and lesson observations were used as data sources. By adapting Priestly et al. (2015) ecological model of agency as a reference framework, I situated teachers’ actions within projective, iterational and practical evaluative dimensions of agency. Rather than evaluating the effectiveness or ineffectiveness in ESC adaptation, the current study provides insight into the agentic moves made by the participant teachers, presenting their own teaching frameworks for action. In this study, I provide additional dimensions, which emerged from the analysis and can help to expand theoretical and empirical knowledge in the field of teacher agency.