Colombian Applied Linguistics Journal https://revistas.udistrital.edu.co/index.php/calj <p>The Colombian Applied Linguistics Journal is a peer-review journal published in Bogotá, Colombia by Universidad Distrital Francisco José de Caldas for a global audience of professionals in education interested in research and teaching issues in the field of Applied Linguistics for the Teaching of English. It disseminates partial or final results of researches in the field of language teaching.</p> <div class="info-hover"><br> <p>ISSN print: 0123-4641</p> <p>e-ISSN:&nbsp;2248-7085</p> <p>Frequency: Twice a year</p> <p>Subject area: Applied Linguistics for the Teaching of English</p> <p>Faculty:&nbsp;<a href="https://www.udistrital.edu.co/dependencia/info/346" target="_blank" rel="noopener">College of Sciences and Education</a></p> <p><a href="mailto:caljournal.ud@correo.udistrital.edu.co" target="_blank" rel="noopener">E-mail</a>&nbsp;</p> </div> Universidad Distrital Francisco José de Caldas en-US Colombian Applied Linguistics Journal 0123-4641 <p><a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" alt="Creative Commons License" align="Center" /></a></p><p>This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p><p> </p><div id="deed-conditions"><ul class="license-properties" dir="ltr"><li class="license by"><p><strong>Attribution</strong> — <span>You must give <a id="appropriate_credit_popup" class="helpLink" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">appropriate credit</a></span>, provide a link to the license, and <span><a id="indicate_changes_popup" class="helpLink" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">indicate if changes were made</a></span>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.</p><div id="help_attribution_help_c" class="yui-panel-container"> </div></li><li class="license nc"><p><strong>NonCommercial</strong> — You may not use the material for <a id="commercial_purposes_popup" class="helpLink" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">commercial purposes</a>.</p></li><li class="license nd"><p><strong>NoDerivatives</strong> — If you <a id="some_kinds_of_mods_popup" class="helpLink" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">remix, transform, or build upon</a> the material, you may not distribute the modified material.</p></li></ul><strong>No additional restrictions</strong> — You may not apply legal terms or <a id="technological_measures_popup" class="helpLink" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">technological measures</a> that legally restrict others from doing anything the license permits</div><div> </div><p><span>The journal allow the author(s) to hold the copyright without restrictions. Also, The Colombian Apllied Linguistics Journal will <span>allow the author(s) to retain publishing rights without restrictions.</span></span></p> Making Thinking Visible to Strengthen the Communication Skills in English of Transition Children https://revistas.udistrital.edu.co/index.php/calj/article/view/16818 <p>The purpose of this research was to strengthen the communication skills in English of transition children in a private school in Bucaramanga (Colombia). The transition level according to the Ministry of National Education of Colombia (Decreto 3870 de 2006) is the educational offer for children 5 years of age or older. The development of this project was approached from the design of a didactic sequence, using as a theoretical basis the Visible Thinking approach for the development and promotion of mind dispositions through the implementation of Thinking routines, as well as the Natural Language approach for the development of the communicative competence. The data collection was made from the documentation generated from the thinking routines, notes in the field diary, photographic and audiovisual material. The data collected show the link between language and the production of thought, seeing the acquisition of the English language as a functional tool in the improvement of the mother tongue. The research revealed four findings: First, the mother tongue plays an important role in the acquisition of a foreign language. Second, the process of reading and writing in a second language is closely related to the competence that the individual has in their native language. Third, the thinking routines work as scaffolding tools in the internalization of vocabulary and understanding of grammatical structures.</p> Sebastián Fernando Marín Hine María Nuria Rodríguez de Martínez Copyright (c) 2021 Sebastián Marin Hine, María Nuria Rodríguez de Martínez http://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-05 2021-05-05 23 1 49 62 10.14483/22487085.16818 Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning https://revistas.udistrital.edu.co/index.php/calj/article/view/16343 <p><em>Functional Diversity </em>(FD) and inclusion are nowadays widely explored subjects, specifically in the field of English language teaching. This article examines the ways in which EFL teachers problematize their role in functionally diverse scenarios while exposing their efforts to improve the exercise of their profession in FD classrooms. By applying positioning theory (Harré, 2001), we analyzed the narratives of four English language teachers at a high school in Bogotá, Colombia. Data obtained from autobiographical narrative essays revealed three main findings: first, English language teachers positioned themselves as novice or apprentice in FD contexts; second, they struggled with their unpreparedness as they learned to work with FD students; and finally, they positioned themselves as agents of change to overcome difficulties and embrace an inclusive pedagogy. This study contributes to the field by raising awareness of real teaching problems and school situations that EFL teachers face, specifically those related to the struggles of the self (Méndez, 2017).</p> Laura Camila Villarreal Buitrago Pilar Esther Méndez Rivera Copyright (c) 2021 Laura Camila Villarreal Buitrago, Pilar Méndez Rivera http://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-05 2021-05-05 23 1 10.14483/22487085.16343 Developing Oral Interaction Skills in Foreign Language Learners through Media Literacy https://revistas.udistrital.edu.co/index.php/calj/article/view/13373 <p>Few studies in Colombia have incorporated media literacy in TEFL (Teaching English as a Foreign Language) environments. This paper presents the results of a research conducted in an upper-intermediate course in the Language Institute of the District University (ILUD) in Bogotá. A media literacy model was adapted to create weekly radio workshops in an eight-week pedagogical intervention. During the research study, data were collected from the participants' weekly interactions, discussions, reflections, as well as from semi-structured interviews and field notes taken from my observations as a participant-observer. It was found that EFL learners from a mixed-ability group were engaged in media literacy practices, mainly when they reflected upon news through their realities, beliefs, and attitudes. The results of this study demonstrated that students developed oral interaction skills and acquired diverse strategies that helped them discuss messages from different media outlets, express their personal opinions, and gather additional information to support their findings.</p> Heydi Karen Neiva Montaño Copyright (c) 2021 Heydi Karen Neiva Montaño http://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-05 2021-05-05 23 1 3 16 10.14483/22487085.13373 Foreign Languages Pre-service Teachers’ knowledge Rooted in their Rural School Practicum https://revistas.udistrital.edu.co/index.php/calj/article/view/16469 <p>This qualitative case study included prospective English and French teachers. They were part of a Colombian School of languages which associated with primary rural schools at neighboring municipalities. Employing surveys and semi structured interviews, researchers explored how participants’ pedagogical experiences at rural schools shaped their knowledge construction. The study found that pre-service teachers’ practicums in these rural contexts allowed them to reexamine previously learnt foreign language teaching principles as they considered language use purpose, mother tongue use in classrooms and the integration of nontraditional topics in their teaching. Likewise, participants incorporated general pedagogy principles into their jobs, sought to encourage their students to develop intercultural abilities and to adapt their instructional practices to the Escuela Nueva approach. Pedagogical implications highlight the need to include socio-cultural and critical perspectives in foreign language pre-service teacher education curriculum development.</p> John Jairo Viafara González Vitalia Pachón Achuri Copyright (c) 2021 John Jairo Viafara González, Vitalia Pachón Achuri http://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-05 2021-05-05 23 1 35 48 10.14483/22487085.16469 Relevance of ‘Nonverbal’ Communication in the EFL Classroom: How do Hands Speak in the Foreign Language? https://revistas.udistrital.edu.co/index.php/calj/article/view/15717 <p>This paper explores the use of hand gestures by three English as a Foreign language pre-service teachers and its relationship with their communicative competence. By means of multimodal analysis, the most common manual gestures are classified following Kendon’s continuum. Data was recorded in teaching simulations in which novice teachers adapted, carried out and tested activities to teach literature and foster language skills with their peers. Interviews with the participants further complement the data in order to examine their perceptions about their own bodily behaviour in this classroom setting. Results show that the nature of the gestures used is closely related to their communicative competence, and that they are not aware of the resources they select to communicate with the students and to give them instructions. This evidences the relevance of including embodied practices in teacher training.</p> Andrea Lizasoain Katherina Walper Amalia Ortiz de Zárate Jazmín Sepúlveda Evelyn Catripan Copyright (c) 2021 Andrea Lizasoain, Katherina Walper, Amalia Ortiz de Zárate, Jazmín Sepúlveda, Evelyn Catripan http://creativecommons.org/licenses/by-nc-nd/4.0 2021-05-05 2021-05-05 23 1 17 34 10.14483/22487085.15717