Colombian Applied Linguistics Journal <p>La revista Colombian Applied Linguistics, CALJ, es publicada por la facultad de Ciencias y Educación, el programa de maestría de Lingüística Aplicada de la Universidad Francisco José de Caldas, Bogotá, Colombia. Esta publicación es para profesionales en educación interesados en la investigación y los problemas en la enseñanza en el campo de la lingüística aplicada a la enseñanza del inglés. Esta revista se ocupa principalmente de difundir investigaciones completas y en curso relacionadas con el campo de la enseñanza de idiomas.</p> <div class="info-hover"><br> <p>No ISSN impreso: 0123-4641</p> <p>No e-ISSN:&nbsp;2248-7085</p> <p>Periodicidad:&nbsp;Semestral</p> <p>Área temática: Applied Linguistics for the Teaching of English</p> <p>Facultad:&nbsp;<a href="" target="_blank" rel="noopener">College of Sciences and Education</a></p> <p><a href="" target="_blank" rel="noopener">Correo de la revista</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> (Amparo Clavijo Olarte, Ph.D.) (Andrés Bonilla) Tue, 31 Jul 2018 00:00:00 -0500 OJS 60 Preliminary Pages Preliminary Pages- Volume 20 No.2 Colombian Applied Linguistics Journal ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Community-Based Approaches to Foreign Language Education Learning how to recognise and make student and community assets the subject of curriculum is at the core of teachers’ designs and enactments of critical and inclusive pedagogies. However, this era of globalisation and standardisation, where education is increasingly seen as a commodity that underscores economic competitiveness, has made space for local knowledge production, hard to find. Knowing how to incorporate community problems in school-based student-led inquiries, whilst meeting authorised learning outcomes, is also challenging. At the same time there are particular pressures on language teachers where states extol the benefits of English, or another foreign language literacy for global competitiveness. Yet, educational researchers and teacher educators know the potential power of working with students’ assets and motivations to enhance language and literacy learning in classrooms. Community based approaches to language education in various places in Latin America are explored in this issue with contributions from teacher-researchers, collaborative teams, teacher educators and university-based researchers. Barbara Comber ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Algunos desafíos y oportunidades de las revistas especializadas en humanidades en Latinoamérica: redes y trampas <p>A partir de la creación de una revista académica en el área de los estudios lingüísticos y literarios, <em>Árboles y Rizomas</em>, y de la celebración de los 20 años de <em>Colombian Applied Linguistics Journal</em>, este trabajo indaga en los desafíos y oportunidades de las revistas especializadas en humanidades en Latinoamérica. Desde una perspectiva crítico cualitativa, se identifican dos desafíos—validar las humanidades frente a políticas cuantificadoras de la productividad académica y reflexionar sobre la direccionalidad epistémica en la relación Norte/Sur. Las oportunidades tienen que ver con establecer redes de colaboración entre revistas académicas y con la optimización de los procesos editoriales.</p> Miguel Farias ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Reverse mentoring and peer coaching as professional development strategies <p>Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty &amp; Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of <em>peer coaching </em>and <em>reverse mentoring</em>,<em> </em>this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning. </p> Nohora Inés Porras, Lenys Smith Díaz, Marlen María Nieves ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Early EFL Instruction and L1 Literacy <p class="Normal1">This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that participants from the experimental group who had received EFL instruction scored significantly higher on all sections of the assessment than those participants in the control group. Results may inform programmatic decision-making about simultaneous or sequential approaches on the impact of early EFL on biliteracy development, with broader implications that examine who has access to early EFL instruction, and whether it will ultimately lead to higher L2 proficiency.</p> Kristen M Lindahl, Peter Sayer ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Strengthening Local Identity by Writing Chronicles in the EFL Classroom <p><span lang="EN-GB">This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, &amp; Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) </span><span lang="EN-US">what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? F</span><span lang="EN-GB">indings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. </span></p> Alba Milena Flórez González ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Community based pedagogy as an eye–opening for pre-service teachers’ initial connections with the school curriculum <p>Today more than ever it is critical to guide future teachers in the direction of understanding how people participate and constitute social reality as a seedbed to create more significant language curriculums that respond to school students’ needs and empower them to act more critically in their worlds. This article discusses the way pre-service teachers started to become aware of the need to establish relationships between community resources (linguistic, social, and cultural) and their role as individuals and teachers to enact critical pedagogy. This qualitative exploration was developed with three different groups of students in an English undergraduate program in a public university. Data were gathered by means of community mapping reports (Kreztmann &amp; Mckinght, 1993) and presentations, students’ insights into community based pedagogy in teacher education (Schecter, Solomon, &amp; Kittmer, 2003), and pedagogical projects designed and carried out in the schools where they did the teaching practicum. The outcomes of this study brought to light how pre-service began making connections between the principles of community based pedagogy and the language curriculum in the schools. Findings demonstrate the way they encouraged their students to explore their communities from different perspectives and promoted students’ role of inquirers of themselves and their contexts. </p> Sandra Patricia Lastra, Deyssi Acosta, Norma Constanza Durán ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Encounters with peripheral individuals and rural communities for cultural competence development: A case study of learners of Spanish in Colombia <p>Cultural competence (Puren, 2013) has been considered a critical aspect for foreign language (FL) teaching and learning due to the wide range of cultural elements associated with the learning of FLs. Hence, this case study aims to describe and understand how encounters with peripheral individuals and rural communities contribute to developing learners’ cultural competence in a Spanish as a foreign language course. The participants were three learners who got involved with peripheral individuals and rural communities as part of a voluntary program included in the syllabi of their course. The current study provides an emic perspective following the research participants’ views and was guided by the principles of qualitative research. Data were gathered from a variety of sources: an online questionnaire, semi-structured interviews, classroom observation field notes, and audiotaped social interactions. Content and interpretive analyses were carried out on the data. The findings support the importance of social action and experiential learning for cultural competence development. In addition, the outcomes suggest that the studied encounters not only provided learners with opportunities to enhance knowledge about cultures, but also helped them to encounter otherness and to expand understandings of professional cultures. </p> Juliana Patricia Llanes Sanchez ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Collaborative Inquiry in the EFL Classroom: exploring a school related topic with fifth graders <p>This action research study reports an inquiry based learning process in which fifth graders worked collaboratively by examining a local topic (free school snack) from their school context. Collaborative inquiry was used as a way to promote elementary students’ reflections in the EFL classroom drawing on Vygotsky’s ideas about learning mediated by social and material contexts (Lee &amp; Smagorinsky, 2000). The EFL curriculum was organized around students’ communities and realities as relevant resources for language learning (Sharkey, Clavijo &amp; Ramirez, 2016). Lessons were organized around students’ knowledge about the free daily snack that school provides to all children and what they wanted to learn about the topic. In this sense, Dewey’s (1997) idea of learning as experience was implemented through an inquiry curriculum with students. Findings suggest that through a classroom project, fifth graders developed inquiry skills and digital, visual, oral, and written literacies while learning together through collaboration. Inquiring in the language classroom evidenced the use of languages (Spanish and English) as the means to learn about meaningful content beyond English grammar lessons. It also led to individual reflections about the challenges of working together as well as about school coexistence understood as the way all the members of an educational community relate to each other. </p> Ana Janneth Gómez Gutiérrez ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Promoting the Use of Local Literacies in EFL Pre-Service Teachers to Inspire their Teaching Practice <p>Involving teachers and students in an interaction with their community can provide opportunities to develop literacies from a critical viewpoint. From this perspective, an active exploration and transformation of socio cultural realities can be promoted. This article will serve as a reflection on the theory of community-based pedagogies as a means of fostering pre-service language teachers’ commitment in the construction of an alternative curriculum. Additionally, it calls for the appreciation of cultural context as a text for shaping and reconstructing the world, where learners explore their everyday understandings and practices, and teachers become authors of a curriculum that engages with material realities (Luke &amp; Woods, 2009). Thus, it promotes inquiry in early teaching experiences as a source for creating new alternatives and functional understandings through problem posing involving diversity, creativity, and reflections as the main core in the curriculum (Short &amp; Burke, 1991). Moreover, it supports valuing local knowledge (Canagarajah, 2005) as the foundation of an inclusive learning environment that empowers prospective teachers to envision their practice as an emancipatory exercise that demands relating the community to the classroom dynamic. Finally, it concludes that exploring socio cultural assets with the aim of enriching the EFL curriculum can inspire a context-sensitive practice that transforms both pre-service teachers and students’ lived experiences.</p> Yuly Andrea Nieto Gómez ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Implementing a community-based project in an EFL rural classroom <p>Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber &amp; Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. The high school students carried out a series of tasks aimed at raising their awareness about their identity, questioning their surroundings and increasing their self-confidence while using their knowledge of English. Results suggest that a curriculum that integrates the community as content empowered students to learn and reflect upon their learning process while facilitating their participation and inquiring about their own social and cultural reality.</p> Francis Bolaños Saenz, Karol Florez, Tatiana Gomez, Mary Ramirez Acevedo, Sandra Tello Suarez ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500 Subjetividades docentes en tiempos de la excelencia educativa <p>El presente artículo de reflexión, se propone analizar desde la praxis pedagógica, elementos constitutivos y constituyentes de las subjetividades docentes en el contexto de las actuales prácticas gubernamentales que promueven la “excelencia docente”. Por tanto, interesa interrogar en estos discursos la forma cómo operan y los efectos que producen en la subjetivación docente, así como reconocer características o potencias que puedan hacer posibles prácticas alternativas. Se inicia con un acercamiento crítico reflexivo a las condiciones de formación y ejercicio docente en el marco de las políticas de calidad educativa enmarcadas en la actual economía política del capital humano, que en lo educativo se aplica como “excelencia educativa”. En un segundo momento, se traen aportes de orden teórico sobre las nociones de sujeto-subjetivación-subjetividad, a la luz de los planteamientos de autores como Foucault, (1995, 2005, 2012), Lazzarato, (2006, 2010), De Sousa Santos, (2000), Deleuze, (1995), entre otros. Con estos dos aspectos se espera avanzar en el análisis de elementos que conforman subjetividades docentes en la actualidad, lo que visibiliza en sus repliegues, posibles líneas de fuga para ejercer las resistencias.</p> María Eugenia Plata Santos ##submission.copyrightStatement## Tue, 31 Jul 2018 00:00:00 -0500