Colombian Applied Linguistics Journal <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="" target="_blank" rel="noopener">College of Sciences and Education</a></p> <p><a href="" target="_blank" rel="noopener">E-mail</a>&nbsp;</p> </div> en-US <p><a href="" rel="license"><img style="border-width: 0;" src="" alt="Creative Commons License" align="Center" /></a></p><p>This work is licensed under a <a href="" 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="">appropriate credit</a></span>, provide a link to the license, and <span><a id="indicate_changes_popup" class="helpLink" href="">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="">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="">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="">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> (Clara Valderrama) (Support) Mon, 10 May 2021 00:00:00 -0500 OJS 60 Editorial <p><span style="font-weight: 400;">We have been living hard times since 2020 when a health emergency initiated with the COVID-19 pandemic. All around the globe, teachers and students have faced changes that have transformed not only academic procedures but also social life. In this vein, we have also seen how the authors that have collaborated sending their papers to the journal have made an effort to shed light on how, either academic or social practices, have been featured to continue their compromise to educate in the pursue a better world despite the circumstances.&nbsp; Some of these approaches are part of this number and others will be part of the upcoming ones.&nbsp; Accordingly and, coinciding with Freire’s centenary, we want to acknowledge that the experiences shared in this journal constitute the evidence of how teachers, professors, researchers and educators in the field of applied linguistics maintain their commitment faithfully to their profession, work that is notoriously underpinned&nbsp; by a pedagogy of hope.</span></p> Ximena Bonilla Medina, Álvaro Hernán Quintero Polo Copyright (c) 2021 Ximena Bonilla Medina, Álvaro Hernán Quintero Polo Wed, 05 May 2021 00:00:00 -0500 Developing Oral Interaction Skills in Foreign Language Learners through Media Literacy <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 Wed, 05 May 2021 00:00:00 -0500 Relevance of ‘Nonverbal’ Communication in the EFL Classroom: How do Hands Speak in the Foreign Language? <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 Wed, 05 May 2021 00:00:00 -0500 Foreign Languages Pre-service Teachers’ knowledge Rooted in their Rural School Practicum <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 Wed, 05 May 2021 00:00:00 -0500 Making Thinking Visible to Strengthen the Communication Skills in English of Transition Children <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 Wed, 05 May 2021 00:00:00 -0500 Dealing with Functional Diversity in EFL Classrooms: English Teachers’ Positioning <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 Méndez Rivera Copyright (c) 2021 Laura Camila Villarreal Buitrago, Pilar Méndez Rivera Wed, 05 May 2021 00:00:00 -0500 What is the Language Input to which EFL Learners are exposed to? <p>This study was aimed at describing the language <em>input</em> to which English language learners from three different BA programs at a Southern Mexican university are exposed in the classroom and outside. We used a quantitative approach with a correlational scope, by means of a survey, to conduct the research; the interactionist and cognitive model of language acquisition proposed by Gass (2018) was adopted as our theoretical perspective. We found that most of the learners do not utilize other language <em>input</em> sources out of the classroom, and if they do, this is for very little time and frequency. Additionally, the sources used by both the instructors and the learners are not of an interactive nature. The factors which mediate the language <em>input</em> are type of text (oral vs. written), saliency of the language forms, the previous knowledge, social distance, motivation, attitudes, and the attention. We add another filter: human or non-human sources; oral interaction with humans is the least source of <em>input</em> reported, and this can be a matter of personality or emotions triggered by an oral exchange with native speakers. As to the level, the students from the beginning and intermediate courses seem more motivated to expose themselves to extramural activities.</p> Edith Hernández Méndez, Hilario Chi Canul, Azucena Ortiz Martínez Copyright (c) 2021 Edith Hernández Méndez, Hilario Chi Canul, Azucena Ortiz Martínez Wed, 05 May 2021 00:00:00 -0500 Exploratory Action Research: Teaching EFL Vocabulary to Deaf Students through the Use of Visual Aids <p>In Chile, the 2015 Decree 83 from the Ministry of Education demands curriculum adaptations to ensure that students with special learning needs fully develop their skills by being included into the mainstream classroom. However, little information can be found regarding deaf and hard of hearing (D/HH) students in English as a Foreign Language (EFL) classrooms. Therefore, this qualitative Exploratory Action Research (EAR) aims to explore the contribution of using visual aids in the EFL classroom for teaching written vocabulary to five D/HH students from a public school in Chile. Two multitask tests were conducted before and after the intervention to assess the performance of the students on recalling vocabulary, and a semi structured interview was carried out to identify the students’ perspectives regarding visual aids and EFL learning. While the performance test showed inconclusive results, the students’ perspectives on the use of visual aids were positive. These findings are relevant to provide insights into the challenges these students face and the importance of Sign Language and visual aids to create an effective environment for inclusive teaching practices.</p> Nicole González-Reyes, Pamela Ibáñez-Acevedo, María-Jesús Inostroza-Araos, Brandee Strickland Copyright (c) 2021 Nicole González-Reyes, Pamela Ibáñez-Acevedo, María-Jesús Inostroza-Araos, Brandee Strickland Wed, 05 May 2021 00:00:00 -0500