DOI:
https://doi.org/10.14483/22487085.21210Published:
2024-08-30Issue:
Vol. 26 No. 2 (2024): CALJ : july-decemberSection:
Research ArticlesInvestment in Learning English as an Additional Language
A Study with Pre-service Teachers
El Investment de los Estudiantes en el Aprendizaje de Inglés como Lengua Adicional
Keywords:
Inversión, aprendizaje de lenguas adicionales, comunidades de aprendices, profesores en formación (es).Keywords:
Investment, additional language learning, communities of learners, pre-service teachers, identity (en).Downloads
Abstract (en)
Learning additional languages is an experience and a process influenced by numerous aspects. This article presents a qualitative case study focused on the aspects influencing the investment of seven learners of English as an additional language, all of whom are pre-service teachers pursuing bachelor’s degrees in English education. The data under consideration is part of a larger intervention-based action research study that explored the language learning experiences of twenty pre-service teachers enrolled in a teacher preparation program at a public university in Colombia. The study is grounded in Darvin
and Norton’s (2015) concept of investment and highlights the significance of communities of practice (Wenger, 2011). We analyzed open-ended interviews using Saldaña’s (2016) coding framework. The findings suggested that the investment of additional language learners can be influenced by their teachers’ pedagogical practices, the learning communities created by teachers, and the learners’ own imagined selves or identities. We discussed the implications of these findings for language teachers, language centers or institutes, and teacher education programs.
Abstract (es)
El aprendizaje de idiomas es una experiencia y un proceso influenciado por una variedad de aspectos. Este artículo presenta un estudio de caso cualitativo enfocado en los aspectos que influyeron el compromiso (investment) de siete estudiantes de un programa de licenciatura en inglés como lengua adicional en su aprendizaje del idioma. Los datos considerados provienen de un estudio más amplio que investigó las experiencias de aprendizaje de idiomas de los futuros profesores de inglés como lengua extranjera en una universidad pública colombiana. Tomando como base el modelo de investment de Darvin y Norton (2015), se resalta el impacto de las comunidades de práctica en el aprendizaje de una lengua adicional (Wenger, 2011). En el estudio, se analizó entrevistas abiertas realizadas con los participantes utilizando el marco de codificación de Saldaña (2016). Los hallazgos sugieren que este compromiso puede estar influenciado por las prácticas pedagógicas de
los docentes, las relaciones dentro de las comunidades de práctica que los docentes crean y los imaginarios e identidades de cada estudiante. Analizamos las implicaciones para los profesores de idiomas, los centros o institutos de idiomas y los programas de formación docente.
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Copyright (c) 2024 Pedro Felipe Ortega Prieto, Maria Angelica Hernandez Vargas, Jean Kaya, Dr. Olaya
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