Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa
El presente estudio autobiográfico bajo el enfoque de indagación narrativa describe los factores, eventos y experiencias que influyeron en la vida de una futura maestra en su proceso de búsqueda de un nivel de inglés competente y construcción de su identidad. Este estudio describe por qué la investi...
- Autores:
-
Cárdenas Gómez, Leidy Dayana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/44015
- Acceso en línea:
- http://hdl.handle.net/11634/44015
- Palabra clave:
- Narratives studies
Identity
Cultural awareness
Studying abroad
Estudios de narrativas
Identidad
Conciencia cultural
Estudiar en el exterior
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa |
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Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa |
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Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa Narratives studies Identity Cultural awareness Studying abroad Estudios de narrativas Identidad Conciencia cultural Estudiar en el exterior |
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Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa |
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Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa |
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Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa |
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Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa |
| title_sort |
Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The Usa |
| dc.creator.fl_str_mv |
Cárdenas Gómez, Leidy Dayana |
| dc.contributor.advisor.none.fl_str_mv |
López Urbina, Johanna P |
| dc.contributor.author.none.fl_str_mv |
Cárdenas Gómez, Leidy Dayana |
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Narratives studies Identity Cultural awareness Studying abroad |
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Narratives studies Identity Cultural awareness Studying abroad Estudios de narrativas Identidad Conciencia cultural Estudiar en el exterior |
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Estudios de narrativas Identidad Conciencia cultural Estudiar en el exterior |
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El presente estudio autobiográfico bajo el enfoque de indagación narrativa describe los factores, eventos y experiencias que influyeron en la vida de una futura maestra en su proceso de búsqueda de un nivel de inglés competente y construcción de su identidad. Este estudio describe por qué la investigadora decidió aprender inglés, cómo es aprender y enseñar un idioma en la modalidad a distancia, y los encuentros interculturales que tuvo el estudiante mientras estudiaba, trabajaba y vivía en el extranjero. Esta indagación narrativa tuvo un enfoque autobiográfico y los instrumentos recopilados incluyeron documentos biográficos, encuestas y entrevistas semiestructuradas. La investigadora concluye que las experiencias interculturales son significativas para los futuros docentes porque forman parte de la identidad de los futuros docentes, potencian competencias profesionales, personales, culturales, pedagógicas, investigativas, espirituales y lingüísticas. Además, los estudiantes y futuros docentes que están expuestos a diferentes contextos interculturales obtuvieron una perspectiva más amplia hacia otras culturas e idiomas. Finalmente, la investigadora concluye la importancia de aplicar las narrativas en la investigación como una opción para ofrecer posibilidades de investigación a aquellos estudiantes que no tienen un proceso de aprendizaje disponible para investigar. |
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2022 |
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2022-04-19T14:44:31Z |
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2022-04-19T14:44:31Z |
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2022-04-11 |
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Cárdenas, G. (2022). Experiences From An EFL Teacher: An Intercultural Life-Story Pursuing English Proficiency In The USA. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTA |
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Cárdenas, G. (2022). Experiences From An EFL Teacher: An Intercultural Life-Story Pursuing English Proficiency In The USA. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTA reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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American Physiological Association. (2012, January 1). Building your resilience. American Psychological Association. Retrieved March 15, 2022, from https://www.apa.org/topics/resilience Ariza, A. A., & Viafara, G. J. (2015). From Awareness to Cultural Agency: EFL Colombian Student Teachers’ Traveling Abroad Experiences. UNAL; PROFILE Issues in Teachers' Professional Development, 17, 123-141. Retrieved from http://www.scielo.org.co/pdf/prf/v17n1/v17n1a08.pdf Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Research. Iran, Urmia University. 131-133. Retrieved from http://ijltr.urmia.ac.ir/article_20418_bd3322a0dbd90626768758c5f8794641.pdf Bathmaker, A., & Harnett, P. (Eds.). (2010). Exploring learning, identity, and power through life history and narrative research. ProQuest Ebook Central https://ebookcentral.proquest.com BBC News (2021). Covid-19: cómo la teoría del origen del coronavirus en un laboratorio de Wuhan pasó de "conspiración" a ser investigada. https://www.bbc.com/mundo/noticias- internacional-57277406 Benson P., Barkhuizen G., Bodycott P., Brown J. (2013) Introduction: Narrative, Second Language Identity, and Study Abroad. In: Second Language Identity in Narratives of Study Abroad. Palgrave Macmillan, London. https://doi-org.crai- ustadigital.usantotomas.edu.co/10.1057/9781137029423_1 Bonilla, M. Hernández, E. & Medina, M. (2017). Macro projects as a new Didactic Proposal for Teaching EFL Research in Distance Education. ICERI2017 Proceedings. ISBN: 978-84- 697-6957-7. ISSN: 2340-1095. DOI: 10.21125/iceri.2017.1944 Conference name: 10th annual International Conference of Education, Research, and Innovation. Retrieved from https://library.iated.org/view/BONILLA2017MAC Bustamante Jiménez, Y. (2018). Challenges and Experiences of Foreign Language Teachers and Learners through the AuPair immersion program (Tesis de pregrado). Universidad Santo Tomas de Aquino, Bogotá, Colombia. http://hdl.handle.net/11634/15911 Clandinin, D. J. (2006). Narrative Inquiry: A Methodology for Studying Lived Experience. Research Studies in Music Education, 27(1), 44–54. Retrieved from https://journals- sagepub-com.crai- ustadigital.usantotomas.edu.co/doi/pdf/10.1177/1321103X060270010301 Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating Sites for Narrative Inquiry. Journal of Teacher Education, 58(1), 21–35. Retrieved from https://doi.org/10.1177/0022487106296218 Chan, E. Y. (2017). Narrative Inquiry: A Dynamic Relationship between Culture, Language, and Education. Australian Journal of Teacher Education, 42(6). Retrieved from http://dx.doi.org/10.14221/ajte.2017v42n6.2 Creswell, J. W. (2009) – Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. The United State: Sage. Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Los Angeles: SAGE Publications, Inc. Connelly, F., Phillion, J., & He, M. (2003). An Exploration of Narrative Inquiry into Multiculturalism in Education: Reflecting on Two Decades of Research in an Inner-City Canadian Community School. Curriculum Inquiry, 33(4), 363-384. Retrieved May 17, 2020, from www.jstor.org/stable/3202348 Corbin, J., & Strauss, A. (1990) Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, Vol. 13. Deardorff, D. K., (2006). Theory Reflections – Intercultural Competence Framework/Model Retrieved from https://static1.squarespace.com/static/58170ad5b8a79bcbacb30b54/t/5897048ed482e95fd 86cd784/1486292111454/Theory+reflections_Intercultural+Competence+Framework.pdf Dervin, F. (2010). Assessing intercultural competence in language learning and teaching: A critical review of current efforts. In F. Dervin & E. Suomela-Salmi (Eds.), New approaches to assessing language and (inter-)cultural competences in higher education 157-173. https://link.springer.com/content/pdf/bfm%3A978-1-137-58733-6%2F1.pdf Donado, M. (2019). Factors that shape an EFL pre-service teacher's identity. Tesis de grado. Universidad Santo Tomás, Barranquilla, Colombia http://hdl.handle.net/11634/18792 Doyle, A. (2022). What Are Soft Skills? The Balance Careers. Retrieved March 17, 2022, from https://www.thebalancecareers.com/what-are-soft-skills-2060852 Huda SA, N., Suyanto, Arifi, A., Putranta, H., & Azizah, A. N. M. (2021). Experiences of participants in teacher professional education on obtaining soft skills: A case study in Indonesia. European Journal of Educational Research, 10(1), 313-325. https://doi.org/10.12973/eu-jer.10.1.313 Lambeth, D. T., & Smith, A. M. (2016). Pre-service Teachers’ Perceptions of Culturally Responsive Teacher Preparation. The Journal of Negro Education, 85(1), 46–58. https://doi.org/10.7709/jnegroeducation.85.1.0046 Medvedeva, O.D., & Rubtsova, A.V. (2021). Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language, Education., 11, 276. https://doi.org/10.3390/educsci11060276 Ministry of National Education (2017). Virtual education or online education. Mineducacion. Retrieved from https://www.mineducacion.gov.co/1759/w3-article- 196492.html?_noredirect=1 Ramos Holguín, B. (2013). Towards the Development of Intercultural Competence Skills: A Pedagogical Experience with Pre-Service Teachers. HOW Journal, 20(1), 206- 225. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/31 Rodriguez. B. (2017). MY LIFE AS AN ENGLISH TEACHER: AN AUTOBIOGRAPHICAL NARRATIVE RESEARCH REPORT. Santo Tomás University. Colombia. Retrieved from https://repository.usta.edu.co/bitstream/handle/11634/4873/rodriguezbibiana20171.pdf?se quence=1&isAllowed=y Rockwood, K. (2021). The Hard Facts About SoftSkills. SHRM. Retrieved March 17, 2022, from https://www.shrm.org/hr-today/news/hr-magazine/summer2021/pages/why-soft-skills- are-important.aspx Rosenthal, G. (2004). Biographical research. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds.), Qualitative research practice (pp. 48-64). London: Sage. Retrieved from https://nbn-resolving.org/urn:nbn:de:0168-ssoar-56725 Rueda, D. (2020). Experiences of a student and pre-service teacher during the process of becoming an English teacher in a distance bachelor's in an education program. [Trabajo de grado, Universidad Santo Tomás] Colombia. http://hdl.handle.net/11634/22168 Salazar, R. y Melo, A. (2013). Lineamientos conceptuales de la modalidad de educación a distancia. La educación superior a distancia y virtual en Colombia: nuevas realidades. Pág. 81-112. Bogotá: ACESAD. https://virtualeduca.org/documentos/observatorio/la_educacion_superior_a_distancia_y_ virtual_en_colombia_nuevas_realidades.pdf Sintema, E. J. (2020 April 7). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/ejmste/7893 UNESCO (2006). UNESCO Guidelines on Intercultural Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000147878 Wei, L & García, Ofelia. (2016). From Researching Translanguaging to Translanguaging Research. Research Methods in Language and Education, Encyclopedia of Language and Education, DOI 10.1007/978-3-319-02329-8_16-1 Yung, K. W.-H. (2019). Learning, Teaching, and Researching in Shadow Education in Hong Kong: An Autobiographical Narrative Inquiry. ECNU Review of Education, 2(1), 64–76. Retrieved from https://doi.org/10.1177/2096531119840871 |
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López Urbina, Johanna PCárdenas Gómez, Leidy Dayana2022-04-19T14:44:31Z2022-04-19T14:44:31Z2022-04-11Cárdenas, G. (2022). Experiences From An EFL Teacher: An Intercultural Life-Story Pursuing English Proficiency In The USA. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTAhttp://hdl.handle.net/11634/44015reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl presente estudio autobiográfico bajo el enfoque de indagación narrativa describe los factores, eventos y experiencias que influyeron en la vida de una futura maestra en su proceso de búsqueda de un nivel de inglés competente y construcción de su identidad. Este estudio describe por qué la investigadora decidió aprender inglés, cómo es aprender y enseñar un idioma en la modalidad a distancia, y los encuentros interculturales que tuvo el estudiante mientras estudiaba, trabajaba y vivía en el extranjero. Esta indagación narrativa tuvo un enfoque autobiográfico y los instrumentos recopilados incluyeron documentos biográficos, encuestas y entrevistas semiestructuradas. La investigadora concluye que las experiencias interculturales son significativas para los futuros docentes porque forman parte de la identidad de los futuros docentes, potencian competencias profesionales, personales, culturales, pedagógicas, investigativas, espirituales y lingüísticas. Además, los estudiantes y futuros docentes que están expuestos a diferentes contextos interculturales obtuvieron una perspectiva más amplia hacia otras culturas e idiomas. Finalmente, la investigadora concluye la importancia de aplicar las narrativas en la investigación como una opción para ofrecer posibilidades de investigación a aquellos estudiantes que no tienen un proceso de aprendizaje disponible para investigar.The present autobiographical study under the narrative inquiry approach depicts the factors, events, and experiences that had influenced a pre-service teacher's life in her process of pursuing a proficient English level and constructing her identity. This study describes why the researcher decided to learn English, how is to learn and teach a language in a distance modality, and the intercultural encounters the student had while studying, working, and living abroad. This narrative inquiry had an autobiographical approach and collected instruments included biographical documents, surveys, and semi-structured interviews. The researcher concludes that intercultural experiences are significant for pre-service teachers because they are part of the pre- service teacher identity, it potentiates professional, personal, cultural, pedagogical, research, spiritual and linguistic skills. In addition, students and pre-service teachers who are exposed to different intercultural contexts got a broader perspective towards other cultures and languages. Finally, the researcher concludes the importance of applying narratives in research as an option to offer research possibilities for those students who do not have a learning process available to investigate.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Experiences From An Efl Teacher: An Intercultural Life-Story Pursuing English Proficiency In The UsaNarratives studiesIdentityCultural awarenessStudying abroadEstudios de narrativasIdentidadConciencia culturalEstudiar en el exteriorTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAmerican Physiological Association. (2012, January 1). Building your resilience. American Psychological Association. Retrieved March 15, 2022, from https://www.apa.org/topics/resilienceAriza, A. A., & Viafara, G. J. (2015). From Awareness to Cultural Agency: EFL Colombian Student Teachers’ Traveling Abroad Experiences. UNAL; PROFILE Issues in Teachers' Professional Development, 17, 123-141. Retrieved from http://www.scielo.org.co/pdf/prf/v17n1/v17n1a08.pdfBarkhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Research. Iran, Urmia University. 131-133. Retrieved from http://ijltr.urmia.ac.ir/article_20418_bd3322a0dbd90626768758c5f8794641.pdfBathmaker, A., & Harnett, P. (Eds.). (2010). Exploring learning, identity, and power through life history and narrative research. ProQuest Ebook Central https://ebookcentral.proquest.comBBC News (2021). Covid-19: cómo la teoría del origen del coronavirus en un laboratorio de Wuhan pasó de "conspiración" a ser investigada. https://www.bbc.com/mundo/noticias- internacional-57277406Benson P., Barkhuizen G., Bodycott P., Brown J. (2013) Introduction: Narrative, Second Language Identity, and Study Abroad. In: Second Language Identity in Narratives of Study Abroad. Palgrave Macmillan, London. https://doi-org.crai- ustadigital.usantotomas.edu.co/10.1057/9781137029423_1Bonilla, M. Hernández, E. & Medina, M. (2017). Macro projects as a new Didactic Proposal for Teaching EFL Research in Distance Education. ICERI2017 Proceedings. ISBN: 978-84- 697-6957-7. ISSN: 2340-1095. DOI: 10.21125/iceri.2017.1944 Conference name: 10th annual International Conference of Education, Research, and Innovation. Retrieved from https://library.iated.org/view/BONILLA2017MACBustamante Jiménez, Y. (2018). Challenges and Experiences of Foreign Language Teachers and Learners through the AuPair immersion program (Tesis de pregrado). Universidad Santo Tomas de Aquino, Bogotá, Colombia. http://hdl.handle.net/11634/15911Clandinin, D. J. (2006). Narrative Inquiry: A Methodology for Studying Lived Experience. Research Studies in Music Education, 27(1), 44–54. Retrieved from https://journals- sagepub-com.crai- ustadigital.usantotomas.edu.co/doi/pdf/10.1177/1321103X060270010301Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating Sites for Narrative Inquiry. Journal of Teacher Education, 58(1), 21–35. Retrieved from https://doi.org/10.1177/0022487106296218Chan, E. Y. (2017). Narrative Inquiry: A Dynamic Relationship between Culture, Language, and Education. Australian Journal of Teacher Education, 42(6). Retrieved from http://dx.doi.org/10.14221/ajte.2017v42n6.2Creswell, J. W. (2009) – Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. The United State: Sage.Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Los Angeles: SAGE Publications, Inc.Connelly, F., Phillion, J., & He, M. (2003). An Exploration of Narrative Inquiry into Multiculturalism in Education: Reflecting on Two Decades of Research in an Inner-City Canadian Community School. Curriculum Inquiry, 33(4), 363-384. Retrieved May 17, 2020, from www.jstor.org/stable/3202348Corbin, J., & Strauss, A. (1990) Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. Qualitative Sociology, Vol. 13.Deardorff, D. K., (2006). Theory Reflections – Intercultural Competence Framework/Model Retrieved from https://static1.squarespace.com/static/58170ad5b8a79bcbacb30b54/t/5897048ed482e95fd 86cd784/1486292111454/Theory+reflections_Intercultural+Competence+Framework.pdfDervin, F. (2010). Assessing intercultural competence in language learning and teaching: A critical review of current efforts. In F. Dervin & E. Suomela-Salmi (Eds.), New approaches to assessing language and (inter-)cultural competences in higher education 157-173. https://link.springer.com/content/pdf/bfm%3A978-1-137-58733-6%2F1.pdfDonado, M. (2019). Factors that shape an EFL pre-service teacher's identity. Tesis de grado. Universidad Santo Tomás, Barranquilla, Colombia http://hdl.handle.net/11634/18792Doyle, A. (2022). What Are Soft Skills? The Balance Careers. Retrieved March 17, 2022, from https://www.thebalancecareers.com/what-are-soft-skills-2060852Huda SA, N., Suyanto, Arifi, A., Putranta, H., & Azizah, A. N. M. (2021). Experiences of participants in teacher professional education on obtaining soft skills: A case study in Indonesia. European Journal of Educational Research, 10(1), 313-325. https://doi.org/10.12973/eu-jer.10.1.313Lambeth, D. T., & Smith, A. M. (2016). Pre-service Teachers’ Perceptions of Culturally Responsive Teacher Preparation. 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