Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach

This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field no...

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Autores:
Contreras León, Janeth Juliana
Chapetón Castro, Claudia Marcela
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/66892
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/66892
http://bdigital.unal.edu.co/67920/
Palabra clave:
37 Educación / Education
8 Literatura y retórica / Literature
Collaborative learning
dialogical approach
English as a foreign language
public schools
aprendizaje colaborativo
enfoque dialógico
inglés como lengua extranjera
educación pública
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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repository_id_str
spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Contreras León, Janeth Julianadb62409c-16cb-4351-b08e-1b4faaa58f95300Chapetón Castro, Claudia Marcela8ff0626e-f967-483d-86e8-8700a576dda23002019-07-03T03:04:29Z2019-07-03T03:04:29Z2017-07-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66892http://bdigital.unal.edu.co/67920/This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students’ work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students’ empowerment.Este estudio analiza el impacto del aprendizaje colaborativo entendido desde una perspectiva social y dialógica en la interacción de estudiantes de séptimo grado, en clase de inglés, en un colegio público de Bogotá, Colombia. Treinta estudiantes participaron en esta investigación-acción en la cual se recolectaron datos a través de notas de campo, cuestionarios, entrevistas y artefactos producidos por los estudiantes. Los resultados indican que adoptar un enfoque crítico en la enseñanza del lenguaje y entender el aprendizaje colaborativo como una construcción social del conocimiento puede propiciar oportunidades de transformación en las prácticas tradicionales de enseñanza-aprendizaje donde el docente y los estudiantes asumen roles diferentes balanceando las relaciones y la interacción en el aula y promoviendo empoderamiento en los estudiantes.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/57811Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentContreras León, Janeth Juliana and Chapetón Castro, Claudia Marcela (2017) Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 135-149. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureCollaborative learningdialogical approachEnglish as a foreign languagepublic schoolsaprendizaje colaborativoenfoque dialógicoinglés como lengua extranjeraeducación públicaTransforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical ApproachArtículo de revistainfo: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_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL57811-338282-1-PB.pdfapplication/pdf1008834https://repositorio.unal.edu.co/bitstream/unal/66892/1/57811-338282-1-PB.pdfc58315565c350d39c8833825c9b613a0MD51THUMBNAIL57811-338282-1-PB.pdf.jpg57811-338282-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7452https://repositorio.unal.edu.co/bitstream/unal/66892/2/57811-338282-1-PB.pdf.jpgdcac2731d77e208d9384380b96f0e95bMD52unal/66892oai:repositorio.unal.edu.co:unal/668922024-05-18 23:08:49.567Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
title Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
spellingShingle Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
37 Educación / Education
8 Literatura y retórica / Literature
Collaborative learning
dialogical approach
English as a foreign language
public schools
aprendizaje colaborativo
enfoque dialógico
inglés como lengua extranjera
educación pública
title_short Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
title_full Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
title_fullStr Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
title_full_unstemmed Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
title_sort Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach
dc.creator.fl_str_mv Contreras León, Janeth Juliana
Chapetón Castro, Claudia Marcela
dc.contributor.author.spa.fl_str_mv Contreras León, Janeth Juliana
Chapetón Castro, Claudia Marcela
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 37 Educación / Education
8 Literatura y retórica / Literature
Collaborative learning
dialogical approach
English as a foreign language
public schools
aprendizaje colaborativo
enfoque dialógico
inglés como lengua extranjera
educación pública
dc.subject.proposal.spa.fl_str_mv Collaborative learning
dialogical approach
English as a foreign language
public schools
aprendizaje colaborativo
enfoque dialógico
inglés como lengua extranjera
educación pública
description This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students’ work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students’ empowerment.
publishDate 2017
dc.date.issued.spa.fl_str_mv 2017-07-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:04:29Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:04:29Z
dc.type.spa.fl_str_mv Artículo de revista
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format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
dc.identifier.uri.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/66892
dc.identifier.eprints.spa.fl_str_mv http://bdigital.unal.edu.co/67920/
identifier_str_mv ISSN: 2256-5760
url https://repositorio.unal.edu.co/handle/unal/66892
http://bdigital.unal.edu.co/67920/
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv https://revistas.unal.edu.co/index.php/profile/article/view/57811
dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Contreras León, Janeth Juliana and Chapetón Castro, Claudia Marcela (2017) Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 135-149. ISSN 2256-5760
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
dc.rights.uri.spa.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
Derechos reservados - Universidad Nacional de Colombia
http://creativecommons.org/licenses/by-nc/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
institution Universidad Nacional de Colombia
bitstream.url.fl_str_mv https://repositorio.unal.edu.co/bitstream/unal/66892/1/57811-338282-1-PB.pdf
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