The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools

Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers’ narratives and...

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Autores:
Cruz Arcila, Ferney
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/66859
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/66859
http://bdigital.unal.edu.co/67887/
Palabra clave:
37 Educación / Education
8 Literatura y retórica / Literature
Critical pedagogy
English language teaching practices
teacher knowledge
rural contexts
conocimiento docente
contextos rurales
pedagogía crítica
prácticas de enseñanza del inglés
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
id UNACIONAL2_b6ee98b212f3a31f8c56b18babc9145d
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network_name_str Universidad Nacional de Colombia
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_abf2Cruz Arcila, Ferneya15c1a3e-311b-4f94-8aeb-71afe9ac6e153002019-07-03T03:00:16Z2019-07-03T03:00:16Z2018-07-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66859http://bdigital.unal.edu.co/67887/Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers’ narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers’ own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised.Partiendo de un estudio sobre lo que conlleva enseñar inglés en Colombia rural considerando la política de enseñanza de inglés y los desafíos sociales de estos contextos, este artículo explora prácticas de enseñanza de inglés localmente construidas. A partir del análisis de narrativas de profesores y observaciones de campo, se discuten cuatro ejemplos de dichas prácticas. Éstos resaltan que intuitivamente los profesores tienden a sacar el máximo provecho de su experticia, los recursos limitados disponibles y los repertorios lingüísticos y culturales locales para ayudar a dar sentido al aprendizaje del inglés. Desde la perspectiva de enseñanza de lenguas como una práctica socialmente sensible, estos resultados muestran que el conocimiento experiencial y situacional de los profesores constituye una plataforma fuerte sobre la cual se desarrollan prácticas valiosas.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/67142Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentCruz Arcila, Ferney (2018) The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools. Profile: Issues in Teachers´ Professional Development, 20 (2). pp. 65-78. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureCritical pedagogyEnglish language teaching practicesteacher knowledgerural contextsconocimiento docentecontextos ruralespedagogía críticaprácticas de enseñanza del inglésThe Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural SchoolsArtículo 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/ARTORIGINAL67142-389010-1-PB.pdfapplication/pdf205494https://repositorio.unal.edu.co/bitstream/unal/66859/1/67142-389010-1-PB.pdf1be256f81a48ff7fb2b924cc139bbf77MD51THUMBNAIL67142-389010-1-PB.pdf.jpg67142-389010-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7117https://repositorio.unal.edu.co/bitstream/unal/66859/2/67142-389010-1-PB.pdf.jpgb676a7ea7d39c40b52b7ab07d22c27faMD52unal/66859oai:repositorio.unal.edu.co:unal/668592024-05-18 23:08:43.816Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
title The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
spellingShingle The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
37 Educación / Education
8 Literatura y retórica / Literature
Critical pedagogy
English language teaching practices
teacher knowledge
rural contexts
conocimiento docente
contextos rurales
pedagogía crítica
prácticas de enseñanza del inglés
title_short The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
title_full The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
title_fullStr The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
title_full_unstemmed The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
title_sort The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools
dc.creator.fl_str_mv Cruz Arcila, Ferney
dc.contributor.author.spa.fl_str_mv Cruz Arcila, Ferney
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 37 Educación / Education
8 Literatura y retórica / Literature
Critical pedagogy
English language teaching practices
teacher knowledge
rural contexts
conocimiento docente
contextos rurales
pedagogía crítica
prácticas de enseñanza del inglés
dc.subject.proposal.spa.fl_str_mv Critical pedagogy
English language teaching practices
teacher knowledge
rural contexts
conocimiento docente
contextos rurales
pedagogía crítica
prácticas de enseñanza del inglés
description Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers’ narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers’ own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised.
publishDate 2018
dc.date.issued.spa.fl_str_mv 2018-07-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:00:16Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:00:16Z
dc.type.spa.fl_str_mv Artículo de revista
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format http://purl.org/coar/resource_type/c_6501
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dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
dc.identifier.uri.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/66859
dc.identifier.eprints.spa.fl_str_mv http://bdigital.unal.edu.co/67887/
identifier_str_mv ISSN: 2256-5760
url https://repositorio.unal.edu.co/handle/unal/66859
http://bdigital.unal.edu.co/67887/
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/67142
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 Cruz Arcila, Ferney (2018) The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools. Profile: Issues in Teachers´ Professional Development, 20 (2). pp. 65-78. 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
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