Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados
This paper shares a reflection based on a qualitative research case study that looked into the pertinence of developing and implementing a six in-house strategy-based English textbook series that combines English for General Purposes (EGP) and English for Specific Purposes (ESP) among undergraduates...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Universidad Antonio Nariño
- Repositorio:
- Repositorio UAN
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uan.edu.co:123456789/10929
- Acceso en línea:
- https://revistas.uan.edu.co/index.php/papeles/article/view/581
https://repositorio.uan.edu.co/handle/123456789/10929
- Palabra clave:
- materials development-in-house materials
EFL textbook
English for general purposes
English for specific purposes
learning strategies
theory-practice dual model
desarrollo de materiales
libro de texto de inglés institucional
inglés con propósitos generales
inglés con propósitos específicos
estrategias de aprendizaje
modelo dual
- Rights
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0
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|
dc.title.en-US.fl_str_mv |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados |
dc.title.es-ES.fl_str_mv |
A Critical Reflection on Developing and Implementing In-house EFL Textbooks |
title |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados |
spellingShingle |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados materials development-in-house materials EFL textbook English for general purposes English for specific purposes learning strategies theory-practice dual model desarrollo de materiales libro de texto de inglés institucional inglés con propósitos generales inglés con propósitos específicos estrategias de aprendizaje modelo dual |
title_short |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados |
title_full |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados |
title_fullStr |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados |
title_full_unstemmed |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados |
title_sort |
Una revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizados |
dc.subject.es-ES.fl_str_mv |
materials development-in-house materials EFL textbook English for general purposes English for specific purposes learning strategies theory-practice dual model |
topic |
materials development-in-house materials EFL textbook English for general purposes English for specific purposes learning strategies theory-practice dual model desarrollo de materiales libro de texto de inglés institucional inglés con propósitos generales inglés con propósitos específicos estrategias de aprendizaje modelo dual |
dc.subject.en-US.fl_str_mv |
desarrollo de materiales libro de texto de inglés institucional inglés con propósitos generales inglés con propósitos específicos estrategias de aprendizaje modelo dual |
description |
This paper shares a reflection based on a qualitative research case study that looked into the pertinence of developing and implementing a six in-house strategy-based English textbook series that combines English for General Purposes (EGP) and English for Specific Purposes (ESP) among undergraduates in the dual model at a private university. Thestudy was conducted with twelve undergraduates from four majors, three English teachers and the coordinator of the Foreign Language Centre of this university, who performed the role of the researcher and materials developer. The objectives underlying this work were to develop and implement in-house strategy-based textbooks and to characterisestudents and teachers’ perceptions regarding their pertinence in the dual model. Theinformation-compiling instruments used in the study were a focus-group interview (to collect students’ perspectives on the relevance of merging EGP and ESP content in an English series), and field notes from the English teachers (to gather their perspectives as participants-observers of the process). After analysing the collected data, the findings of the study revealed that (a) there was an increasing awareness of English as the global language to foster academic development, professional performance and work opportunities; (b) the EGP and ESP blending was regarded as the ideal complement for dual model programmes; and (c) developing and implementing contextualised in-house materials were deemed to be a congratulatory effort in the quest of helping students learn. Developing and implementing in-house materials, in an English Programme for undergraduates inthe dual model narrowed the gap between the purpose of the theory and the real needs of the business apprenticeship. Despite the achieved results regarding the pertinence of the contextualised in-house EFL textbooks, an unusual academic decision, that seemed subtly supported by several EFL teachers, banned the use of the series that had served as a learning awareness-raising pedagogical resource for undergraduates under the dualmodel of a private university. |
publishDate |
2019 |
dc.date.accessioned.none.fl_str_mv |
2024-10-10T02:35:32Z |
dc.date.available.none.fl_str_mv |
2024-10-10T02:35:32Z |
dc.date.none.fl_str_mv |
2019-03-06 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
dc.type.coarversion.none.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
format |
http://purl.org/coar/resource_type/c_6501 |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
https://revistas.uan.edu.co/index.php/papeles/article/view/581 10.54104/papeles.v11n21.581 |
dc.identifier.uri.none.fl_str_mv |
https://repositorio.uan.edu.co/handle/123456789/10929 |
url |
https://revistas.uan.edu.co/index.php/papeles/article/view/581 https://repositorio.uan.edu.co/handle/123456789/10929 |
identifier_str_mv |
10.54104/papeles.v11n21.581 |
dc.language.none.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.uan.edu.co/index.php/papeles/article/view/581/498 |
dc.rights.en-US.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0 |
dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0 http://purl.org/coar/access_right/c_abf2 |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.en-US.fl_str_mv |
UNIVERSIDAD ANTONIO NARIÑO |
dc.source.en-US.fl_str_mv |
Papeles; Vol. 11 No. 21 (2019); 11-31 |
dc.source.es-ES.fl_str_mv |
Papeles; Vol. 11 Núm. 21 (2019); 11-31 |
dc.source.pt-BR.fl_str_mv |
Papeles; v. 11 n. 21 (2019); 11-31 |
dc.source.none.fl_str_mv |
2346-0911 0123-0670 10.54104/papeles.v11n21 |
institution |
Universidad Antonio Nariño |
repository.name.fl_str_mv |
Repositorio Institucional UAN |
repository.mail.fl_str_mv |
alertas.repositorio@uan.edu.co |
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1814300441157042176 |
spelling |
2019-03-062024-10-10T02:35:32Z2024-10-10T02:35:32Zhttps://revistas.uan.edu.co/index.php/papeles/article/view/58110.54104/papeles.v11n21.581https://repositorio.uan.edu.co/handle/123456789/10929This paper shares a reflection based on a qualitative research case study that looked into the pertinence of developing and implementing a six in-house strategy-based English textbook series that combines English for General Purposes (EGP) and English for Specific Purposes (ESP) among undergraduates in the dual model at a private university. Thestudy was conducted with twelve undergraduates from four majors, three English teachers and the coordinator of the Foreign Language Centre of this university, who performed the role of the researcher and materials developer. The objectives underlying this work were to develop and implement in-house strategy-based textbooks and to characterisestudents and teachers’ perceptions regarding their pertinence in the dual model. Theinformation-compiling instruments used in the study were a focus-group interview (to collect students’ perspectives on the relevance of merging EGP and ESP content in an English series), and field notes from the English teachers (to gather their perspectives as participants-observers of the process). After analysing the collected data, the findings of the study revealed that (a) there was an increasing awareness of English as the global language to foster academic development, professional performance and work opportunities; (b) the EGP and ESP blending was regarded as the ideal complement for dual model programmes; and (c) developing and implementing contextualised in-house materials were deemed to be a congratulatory effort in the quest of helping students learn. Developing and implementing in-house materials, in an English Programme for undergraduates inthe dual model narrowed the gap between the purpose of the theory and the real needs of the business apprenticeship. Despite the achieved results regarding the pertinence of the contextualised in-house EFL textbooks, an unusual academic decision, that seemed subtly supported by several EFL teachers, banned the use of the series that had served as a learning awareness-raising pedagogical resource for undergraduates under the dualmodel of a private university.This paper shares a reflection based on a qualitative research case study that looked into the pertinence of developing and implementing a seven in-house strategy-based English textbook series that combines English for General Purposes (EGP) and English for Specific Purposes (ESP) among undergraduates in the dual model at a private university. The study was conducted with twelve undergraduates from four majors, three English teachers and the coordinator of the Foreign Language Centre of this university, who performed the role of the researcher and materials developer. The objectives underlying this work were to develop and implement in-house strategy-based textbooks and to characterise students and teachers’ perceptions regarding their pertinence in the dual model. The information-compiling instruments used in the study were a focus-group interview (to collect students' perspectives on the relevance of merging EGP and ESP content in an English series), and field notes from the English teachers (to gather their perspectives as participants-observers of the process). After analysing the collected data, the findings of the study revealed that (a) there was an increasing awareness of English as the global language to foster academic development, professional performance and work opportunities; (b) the EGP and ESP blending was regarded as the ideal complement for dual model programmes; and (c) developing and implementing contextualised in-house materials were deemed to be a congratulatory effort in the quest of helping students learn. Developing and implementing in-house materials, in an English Programme for undergraduates in the dual model narrowed the gap between the purpose of the theory and the real needs of the business apprenticeship. Despite the achieved results regarding the pertinence of the contextualised in-house EFL textbooks, an unusual academic decision that seemed subtly supported by several EFL teachers, banned the use of the series that had served as a learning awareness-raising pedagogical resource in undergraduates under the dual model of a private university.application/pdfspaUNIVERSIDAD ANTONIO NARIÑOhttps://revistas.uan.edu.co/index.php/papeles/article/view/581/498https://creativecommons.org/licenses/by-nc-sa/4.0http://purl.org/coar/access_right/c_abf2Papeles; Vol. 11 No. 21 (2019); 11-31Papeles; Vol. 11 Núm. 21 (2019); 11-31Papeles; v. 11 n. 21 (2019); 11-312346-09110123-067010.54104/papeles.v11n21materials development-in-house materialsEFL textbookEnglish for general purposesEnglish for specific purposeslearning strategiestheory-practice dual modeldesarrollo de materialeslibro de texto de inglés institucionalinglés con propósitos generalesinglés con propósitos específicosestrategias de aprendizajemodelo dualUna revisión crítica acerca del desarrollo y de la implementación de libros de texto de inglés contextualizados e institucionalizadosA Critical Reflection on Developing and Implementing In-house EFL Textbooksinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Núñez Pardo, Astrid123456789/10929oai:repositorio.uan.edu.co:123456789/109292024-10-14 03:50:06.133metadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co |