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> Universidad Distrital Francisco José de Caldas en-US Colombian Applied Linguistics Journal 0123-4641 <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> Preliminary Pages <p>Her you can find the preliminary pages of the Volume 21, No. 1 2019.</p> Colombian Applied Linguistics ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 Colombian Applied Linguistics Journal: A consolidated scientific community locally and globally Amparo Clavijo-Olarte ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 7 14 The contribution of customized lessons with cultural content in the learning of EFL among undergraduates <p>This qualitative descriptive action research study explores the contribution of customized lessons with cultural content in the learning of English as a Foreign Language (EFL).. This study was conducted with a group of 17 undergraduates from the English Language Teaching (ELT) program at a state university in south-eastern Colombia. Data were collected via students’ artefacts (EFL lessons developed by the participants) with corresponding self-assessment, teachers’ field notes, and surveys on students’ perceptions. Findings suggest that designing customized lessons anchored in principles of second language acquisition results in more effective language learning. Additionally, using cultural content in the lessons makes communication more meaningful as undergraduates develop cultural knowledge and understanding. Finally, addressing learning styles and providing learning strategies in the lessons greatly contribute to EFL learning among undergraduates.</p> Hans Humberto Oviedo Gómez Henry Alberto Álvarez Guayara ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 15 43 10.14483/22487085.11877 Beyond the Endorsement of Reflection in Language Teaching and Learning <p>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.</p> Liliana Cuesta Medina Claudia Patricia Alvarez Ayure Albedro Cadena Aguilar Maria Sonia Jiménez Bonilla Pedro Pablo Maldonado Chacón Virginia Morales Pulido ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 42 63 10.14483/22487085.13307 Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile <p>The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.</p> Renata Archanjo Malba Barahona Kyria Rebeca Finardi ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 62 75 10.14483/22487085.14086 Teaching English through Task and Project-Based Learning to Embera Chamí Students <p>Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.</p> Luis Ricardo Rojas Jenifer Rueda Varon ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 78 90 10.14483/22487085.13109 The Professional Development of English Language Teachers in Colombia: A Review of the Literature <p>This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.</p> Ximena Paola Buendia Diego Fernando Macías ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 89 102 10.14483/22487085.12966 The Role of Language in Elaborating Explanations in the Science Class in Bilingual Contexts Through the CLIL Approach <p>El presente trabajo aborda la problemática en torno a la construcción de explicaciones de fenómenos naturales a lo largo de la clase de ciencias en contextos bilingües (español (L1)-inglés (L2)), donde se analiza el rol del lenguaje, su significado y su reconfiguración desde dos miradas: la dinámica comunicativa y la dinámica explicativa. Para llevar a cabo dicho análisis, el presente texto se centra en la categorización de las habilidades cognitivo-lingüísticas de los estudiantes durante los distintos momentos de la implementación didáctica, así como en analizar las expresiones usadas por ellos desde lo comunicativo. Este análisis nace de la creciente preocupación frente a la implementación del bilingüismo en Colombia y Latinoamérica. La metodología de trabajo es de tipo cualitativa-interpretativa y utiliza para el análisis instrumentos de recolección de datos como grabaciones de clase y diarios de clase de una muestra de veinticinco y diecinueve estudiantes pertenecientes a dos instituciones privadas de educación básica y media en Cajicá y Bogotá D.C., Colombia. Las siguientes categorías se describen a profundidad: habilidades cognitivo-lingüísticas, comunicación de ideas en la L1 como en la L2, los aspectos conceptuales, sociales, epistemológicos y organizacionales-didácticos del conocimiento. Ante esto, se encontró una estrecha relación entre la competencia en la segunda lengua (L2) y el nivel de profundidad en las explicaciones construidas, ya que a los estudiantes con mejor dominio del idioma se les facilita usar mejor el lenguaje científico y llegar a construcciones más complejas. Por otra parte, este trabajo redimensionó la perspectiva del contenido implementada por maestros cuando usan el enfoque CLIL (por sus siglas en inglés de Aprendizaje Integrado de Contenido y Lengua), situando al bilingüismo en las clases de ciencias en una dimensión epistemológica y pedagógica diferente a la de adquisición de vocabulario y expresiones en la L2, mostrándose como un medio que favorece los procesos comunicativos y explicativos al potenciar diferentes habilidades.</p> Mauricio Mancipe Triviño Cynthia Marcela Ramírez Valenzuela ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 105 122 10.14483/22487085.13095 A comparative study of Mexican and Irish compliment responses <p>The purpose of the present study is to compare the compliment responses (CRs) provided by 60 native Mexican Spanish speakers and 60 Irish English native speakers. Using a discourse completion task, 1080 responses were analyzed based on Herbert’s (1989) and Nelson, El Bakary and Al-Batal’s (1993) taxonomy. Findings suggest the existence of cross-cultural similarities in Irish and Mexican CRs in the frequency of deflecting comments and the mechanisms that are used to redirect the praise force. Second, the two languages differ in important ways. In responding to compliments, Irish recipients are much more likely than Mexican speakers to use a single strategy when formulating CRs. The fndings further show that social factors (social distance, social power, gender, and the topic of the compliment) in both Mexican and Irish society seem to be crucial parameters in the formulation and acceptance or rejection of a compliment.</p> Elizabeth Flores-Salgado Michael T. Witten ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 125 138 10.14483/22487085.14670 Book review: "Posthumanist applied linguistics", by Alastair Pennycook <p>.</p> Laryssa Paulino de Queiroz Sousa ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 139 142 Arias Gómez, D. H., Díaz Flórez, O. C., Garzón Barragán, I., León Palencia, A. C., Rodríguez Ávila, S. P. y Valbuena Ussa, E. O. (2018). Entre las exigencias de calidad y las condiciones de desigualdad: formación inicial de profesores en Colombia. Bogotá: <p>.</p> Ómar Garzón ##submission.copyrightStatement## 2019-04-23 2019-04-23 1 21 143 145