Beyond the Endorsement of Reflection in Language Teaching and Learning

Traspasando las fronteras de la reflexión en la enseñanza y el aprendizaje de los idiomas

Keywords: language teaching, language learning, professional development, reflection, self-regulation (en_US)
Keywords: enseñanza de idiomas, aprendizaje de idiomas, desarrollo profesional, reflexión, autorregulación (es_ES)

Abstract (en_US)

This paper reports on the first phase of an exploratory qualitative study carried out with in-service language teachers pursuing a graduate degree in Colombia. It aims at analyzing their practices, needs, and challenges, examined under two perspectives—the teacher as a learner and the teacher as a teacher. The study made use of interviews, focus groups, and questionnaires as the primary sources of data. Data analysis included a grounded theory approach and the use of coding, triangulation, and validation procedures. Results unveiled the difficulties that current in-service teachers have in different domains (cognitive, metacognitive, and linguistic), and also inform how the teaching challenges within their specific contexts influence their beliefs, practices, learning and teaching outcomes, and their professional growth. The study presents both theoretical and applied considerations to tackle the needs and challenges reported, aiming at offering a systematic analysis and approach for the endorsement of reflection, and thus, setting milestones for the enhancement of effective professional development for language teachers in educational communities such as in Colombia as well as overseas.

Abstract (es_ES)

Este manuscrito da cuenta de la primera fase de un estudio cualitativo exploratorio realizado con profesores de idiomas en ejercicio que cursan estudios de postgrado en Colombia. Su objetivo es analizar sus prácticas, necesidades y desafíos, examinados desde dos perspectivas: el profesor como estudiante y el profesor como docente. El estudio hizo uso de entrevistas, grupos focales y cuestionarios como fuentes primarias de datos. El análisis de los datos se hizo con base en la teoría fundamentada y el uso de procedimientos de codificación, triangulación y validación. Los resultados revelaron las dificultades que los actuales profesores en ejercicio tienen en los diferentes dominios (cognitivo, metacognitivo y lingüístico), y también informan sobre cómo los retos de la enseñanza en sus contextos específicos influyen en sus creencias, prácticas, resultados de aprendizaje y enseñanza, y su crecimiento profesional. El estudio presenta consideraciones teóricas y prácticas par abordar las necesidades y desafíos reportados, con el objetivo de ofrecer un análisis y enfoque sistemático para el desarrollo de la reflexión, para así establecer ejes fundamentales en el mejoramiento del desarrollo profesional de los profesores de idiomas.


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Author Biographies

Liliana Cuesta Medina, Universidad de La Sabana

Dr. Liliana Cuesta Medina is a professor at the Department of Foreign Languages & Cultures, Universidad de La Sabana (Chía, Colombia). She holds a PhD in English Philology from the Universidad Nacional de Educación a Distancia (UNED-Madrid, Spain). Her research areas include CALL, CLIL, teacher education, academic writing, and self-regulation in blended/virtual learning environments, on which topics she has published in a number of indexed journals.

Claudia Patricia Alvarez Ayure, Universidad de la Sabana

Claudia Patricia ALVAREZ AYURE currently teaches in the Master's programmes for English-language teaching at the Department of Foreign Languages and Culturesat Universidad de La Sabana where she has served as lecturer, E-tutor, researcher, thesis director and as coordinator of the ICELT programme, a Cambridge ESOL certificate for in-service English teachers.   She holds a Master’s degree in Applied Linguistics to Teaching English as a Foreign Language from Universidad Distrital, she is a certified ICELT tutor and holds a certificate in E-tutoring from the British Council in Mexico. Her research interests are virtual learning environments, teacher training, formative assessment and E-learning. 

Albedro Cadena Aguilar, Universidad de La Sabana

Albedro CADENA AGUILAR is a professor in the face-to-face Master’s program in Autonomous Learning Environments for in-service English teachers in the Department of Languages and Cultures at Universidad de La Sabana, Colombia. He teaches Language Learning Theories and acts as a thesis director. He holds a BA in Spanish and English teaching from Universidad Pedagógica Nacional and an MA in Education from Universidad de La Sabana. He is also a tutor in the ICELT component of University of Cambridge for ESOL examinations. His research interests include assessment, discourse analysis, self-directed learning and teacher training.

Maria Sonia Jiménez Bonilla, Universidad de La Sabana

Sonia Jiménez Bonilla holds an MSc in Teaching English for Specific Purposes from the University of Aston (Birmingham, U.K.), and a is a certified ICELT Tutor, University of Cambridge—ESOL, U.K. She currently works as a teacher of the Master program in English Language Teaching—Autonomous Learning Environments at Universidad de La Sabana (Colombia).

Pedro Pablo Maldonado Chacón, Universidad de La Sabana

Pedro MALDONADO CHACON is an Associate Professor of the Department of Foreign Languages and Cultures at Universidad de La Sabana, Colombia. He has been a teacher and teacher trainer for over forty years. He holds a B. A. in English and French an MA in University Education from Universidad de La Salle in Bogotá, Colombia.  He is an ICELT (In-Service Certificate in English Language Teaching) Tutor and Moderator, certified by the University of Cambridge in the UK. He co-designed and implemented the Master in English Language Teaching – Autonomous Learning Environments at Universidad de La Sabana. He was involved in the design and implementation of the MEN-TDP (Teacher Development Programme), a nation-wide   teacher training project of the Colombian Ministry of Education. His main interests include teacher training, teacher professional development and learner autonomy. Currently he is part of the teaching staff of the master programs in English language teaching at Universidad de La Sabana.

Virginia Morales Pulido, Universidad de la Sabana

Virginia MORALES PULIDO holds a Master of Arts degree in TESOL – (MA in Teaching English as a second or foreign language) from Lancaster University in England, a Specialist degree in Applied Linguistics for the Teaching of English from La Gran Colombia University and a Bachelor’s degree in Spanish and English from Universidad Pedagógica Nacional. She is an ICELT tutor trained by Cambridge English Language Assessment, part of the University of Cambridge. She is a professor at Universidad de La Sabana at the graduate level. She is currently one of the ICELT tutors in the Master in English Language Teaching-Autonomous Learning Environments programme. She teaches the course ‘Reflective Evaluation’ to third semester students. Her areas of interest include the professional development of foreign language teachers, academic writing and the development of speaking skills. 


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How to Cite
Cuesta Medina, L., Alvarez Ayure, C. P., Cadena Aguilar, A., Jiménez Bonilla, M. S., Maldonado Chacón, P. P., & Morales Pulido, V. (2019). Beyond the Endorsement of Reflection in Language Teaching and Learning. Colombian Applied Linguistics Journal, 1(21), 42-63.
Published: 2019-04-23
Research Articles