Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC
La enseñanza de lenguas extranjeras enfatiza las habilidades comunicativas e interculturales; sin embargo, la educación colombiana a menudo descuida las culturas locales, lo que lleva a una alienación cultural. Este estudio busca investigar el papel que juega un librillo digital, diseñado desde una...
- Autores:
-
Charry Londoño, Valentina
Campos Quemba, Cristian Felipe
Laguna Pulido, Jason Fabian
Linares Velasquez , Karoll Valentina
Rodriguez Granados, Ingrid Johanna
- Tipo de recurso:
- https://purl.org/coar/resource_type/c_7a1f
- Fecha de publicación:
- 2024
- Institución:
- Universidad El Bosque
- Repositorio:
- Repositorio U. El Bosque
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unbosque.edu.co:20.500.12495/12214
- Acceso en línea:
- https://hdl.handle.net/20.500.12495/12214
- Palabra clave:
- Enseñanza de idiomas
Competencia intercultural
Significado cultural
Recurso digital descolonizado
370.1175
Language teaching
Intercultural competence
Cultural significance
Decolonized digital resource
- Rights
- closedAccess
- License
- Acceso cerrado
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Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC |
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Decolonizing the EFL Materials: a strategy to teach English to children and foster their ICC |
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Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC |
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Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC Enseñanza de idiomas Competencia intercultural Significado cultural Recurso digital descolonizado 370.1175 Language teaching Intercultural competence Cultural significance Decolonized digital resource |
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Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC |
| title_full |
Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC |
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Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC |
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Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC |
| title_sort |
Decolonizing the EFL Materials: a strategy to teach english to children and foster their ICC |
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Charry Londoño, Valentina Campos Quemba, Cristian Felipe Laguna Pulido, Jason Fabian Linares Velasquez , Karoll Valentina Rodriguez Granados, Ingrid Johanna |
| dc.contributor.advisor.none.fl_str_mv |
Rodriguez Granados, Ingrid Johanna |
| dc.contributor.author.none.fl_str_mv |
Charry Londoño, Valentina Campos Quemba, Cristian Felipe Laguna Pulido, Jason Fabian Linares Velasquez , Karoll Valentina Rodriguez Granados, Ingrid Johanna |
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Charry Londoño, Valentina [0009-0009-8206-5660] Laguna Pulido, Jason Fabian [0009-0001-0941-5654] Campos Quemba, Cristian Felipe [0009-0002-6450-9503] Rodriguez Granados, Ingrid Johanna [0000-0001-8121-4008] Velasquez Linares, Karoll Valentina [0009-0001-5452-5967] |
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Enseñanza de idiomas Competencia intercultural Significado cultural Recurso digital descolonizado |
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Enseñanza de idiomas Competencia intercultural Significado cultural Recurso digital descolonizado 370.1175 Language teaching Intercultural competence Cultural significance Decolonized digital resource |
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370.1175 |
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Language teaching Intercultural competence Cultural significance Decolonized digital resource |
| description |
La enseñanza de lenguas extranjeras enfatiza las habilidades comunicativas e interculturales; sin embargo, la educación colombiana a menudo descuida las culturas locales, lo que lleva a una alienación cultural. Este estudio busca investigar el papel que juega un librillo digital, diseñado desde una perspectiva descolonizadora, en el proceso de aprendizaje de inglés y el desarrollo de la competencia comunicativa intercultural de un grupo de jóvenes estudiantes. Esta investigación sigue un diseño de investigación acción cualitativa y los participantes son cuatro niños de Puerto Gaitán, Colombia, que tomaron clases de inglés en línea, y cuyos padres son miembros de una fundación social ubicada en el mismo municipio, la cual desea fomentar sus habilidades comunicativas en el idioma para ayudarlos a convertirse en embajadores culturales de su región. Los instrumentos para recolectar datos fueron transcripciones de grabaciones de video, notas de campo y producciones de los estudiantes. Los resultados muestran que el librillo desempeñó el papel de fuente de motivación, facilitador del contexto y del lenguaje y proveedor de interacción entre culturas a través de sus características y actividades. Asimismo, el librillo fomentó el desarrollo de actitudes, conocimientos y habilidades interculturales de los niños, representando la base de su competencia comunicativa intercultural. |
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2024-05-29T19:26:01Z |
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2024 |
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Braun, V., & Clarke, V. (2012). Thematic analysis. En American Psychological Association eBooks (pp. 57-71). https://doi.org/10.1037/13620-004 Burns, A. (2019). Action Research in English Language Teaching: Contributions and Recent Developments. In X. Gao (ed.), Second Handbook of English Language Teaching (pp. 1-159). Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-58542-0_52-1 Byram, M. (1997). Developing and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters. Cook, V. (2008). The role of authentic cultural and language interactions in language learning. Journal of Language Education, 10(2), 123-136. Chen, G. M., & Starosta, W. J. (1997). A review of the concept of intercultural awareness. Human Communication, 1(1), 27-50 Chomsky, N 1965. Aspects of the theory of syntax. Cambridge, Massachusetts, Massachusetts Institute of Technology Press: 251p. Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Sage Publications. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing Ethnographic Fieldnotes, second edition. https://doi.org/10.7208/chicago/9780226206868.001.0001 Gerlich, R. N. (2010). Intercultural Competence and Instructional Strategies: Implications for English as a Second Language. IGI Global. Fandiño-Parra, Y. J. (2021). Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives. Colombian Applied Linguistics Journal, 23(2), 166–181. https://doi.org/10.14483/22487085.17087 Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12(10), 50-58. Hsu, F. (2017). Revisiting the coloniality of English: A research review of strategies. The CATESOL Journal, 29(1), 111-132. https://files.eric.ed.gov/fulltext/EJ1144339.pdf Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Harmondsworth: Penguin. Hapsari, D. A., Darmawan, I. G. K., & Sutrisno, A. (2021). The Role of Motivation in Teaching and Learning. Humanitatis et litterae, 9(1), 144-154. Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 367–374). Oxfor d University Press. Kramsch, C., & Thorne, S. L. (2002). Foreign language learning as global communicative practice. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 83-100). Routledge. Kumaravadivelu, B. (2016). The Decolonial Option in English Teaching: Can the Subaltern Act?. TESOL Q, 50: 66-85. https://doi.org/10.1002/tesq.202 Mann, S. J. (2005). Alienation in the learning environment: a failure of community? Studies in Higher Education,30(1), 43-45.https://doi.org/10.1080/0307507052000307786 Munezane, Y. (2021). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46(8), 1664–1681. https://doi.org/10.1080/03075079.2019.1698537 Mirza, S. B. (2021). Role of Motivation in English Language Learning: A Real Challenge. The Creative Launcher, 6(4), 224–229. https://www.redalyc.org/journal/7038/703873550033/html/ Navarro, A., & Eliane H. (2015). The design of teaching materials as a tool in EFL teacher education: Experiences of a Brazilian education program. Ilha do Desterro, 1(68), 121-137. https://www.redalyc.org/pdf/4783/478347657010.pdf Nunan, D. (1991). Designing tasks for the communicative classroom. Cambridge University Press.https://books.google.com/books?id=NSlMZp9XkHoC&lpg=PP1&hl=es&pg=PP1#v=onepage&q&f=false Núñez, A., & Téllez, M.F. (2020). Tracing the cultural component in teacher-generated EFL materials. In A. Núñez-Pardo, & M.F. Téllez-Téllez (Eds.) Research on teacher-generated materials for language learning (pp.19-103). Bogotá, Colombia: Departamento de Publicaciones Universidad Externado de Colombia. Sedarmayanti, Rahmawanti, NP (2014). The influence of the work environment on employee performance (Study on employees of the Pratama North Malang tax service office). Journal of Business Administration, 8(2). Szuba, A. S. (2016). The intercultural communicative competence of young children in a bilingual education setting. Theses.ubn.ru.nl. https://theses.ubn.ru.nl/items/a7495b62-b3f8-4592-9926-07dd40d20288 Pennycook, A. (1994). The Cultural Politics of English as an International Language (1st ed.). Routledge. https://doi.org/10.4324/9781315843605 Pino Castillo, P. A., Donoso, A., & Ortega, K. (2020). Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class. International Journal of Multicultural Education, 22(1), 1–15. https://doi.org/10.18251/ijme.v22i1.1929 Rajabi, S., & Ketabi, S. (2012). Aspects of Cultural Elements in Prominent English Textbooks for EFL Setting. ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.4.705-712 Richards, J. C. (2017). Curriculum development in language teaching. Cambridge: Cambridge University Press. Rico Troncoso, C. (2012). Language teaching materials as mediators for ICC development: A challenge for materials developers. Signo y pensamiento, 31(60), 130-154. Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge University Press. 2012;45(2):143-179. doi:10.1017/S0261444811000528 |
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Rodriguez Granados, Ingrid JohannaCharry Londoño, ValentinaCampos Quemba, Cristian FelipeLaguna Pulido, Jason FabianLinares Velasquez , Karoll ValentinaRodriguez Granados, Ingrid JohannaCharry Londoño, Valentina [0009-0009-8206-5660]Laguna Pulido, Jason Fabian [0009-0001-0941-5654]Campos Quemba, Cristian Felipe [0009-0002-6450-9503]Rodriguez Granados, Ingrid Johanna [0000-0001-8121-4008]Velasquez Linares, Karoll Valentina [0009-0001-5452-5967]2024-05-29T19:26:01Z2024-05-29T19:26:01Z2024https://hdl.handle.net/20.500.12495/12214instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coLa enseñanza de lenguas extranjeras enfatiza las habilidades comunicativas e interculturales; sin embargo, la educación colombiana a menudo descuida las culturas locales, lo que lleva a una alienación cultural. Este estudio busca investigar el papel que juega un librillo digital, diseñado desde una perspectiva descolonizadora, en el proceso de aprendizaje de inglés y el desarrollo de la competencia comunicativa intercultural de un grupo de jóvenes estudiantes. Esta investigación sigue un diseño de investigación acción cualitativa y los participantes son cuatro niños de Puerto Gaitán, Colombia, que tomaron clases de inglés en línea, y cuyos padres son miembros de una fundación social ubicada en el mismo municipio, la cual desea fomentar sus habilidades comunicativas en el idioma para ayudarlos a convertirse en embajadores culturales de su región. Los instrumentos para recolectar datos fueron transcripciones de grabaciones de video, notas de campo y producciones de los estudiantes. Los resultados muestran que el librillo desempeñó el papel de fuente de motivación, facilitador del contexto y del lenguaje y proveedor de interacción entre culturas a través de sus características y actividades. Asimismo, el librillo fomentó el desarrollo de actitudes, conocimientos y habilidades interculturales de los niños, representando la base de su competencia comunicativa intercultural.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThe teaching of foreign languages emphasizes communicative and intercultural skills; however, Colombian education often neglects local cultures, leading to cultural alienation. This research aims to investigate the role that a digital booklet, designed from a decolonized perspective, plays in the EFL learning process and the development of intercultural communication competence of a group of young learners. This research follows a qualitative action research design and the participants are four children from Puerto Gaitan, Colombia, who took EFL lessons online, and whose parents are active members of a social foundation located in the same municipality, which is interested in fostering their communicative skills in the target language to help them become cultural ambassadors of their region. The instruments used to collect data were transcripts from the video recordings of the lessons, field notes and the students’ productions. Findings show that the booklet played the role of a motivational source, a facilitator of context and language and a provider of interaction among cultures by means of its features and activities. Likewise, the use of the booklet fostered the children’s development of intercultural attitudes, knowledge and skills, which represent the basis of their intercultural communication competence.application/pdfEnseñanza de idiomasCompetencia interculturalSignificado culturalRecurso digital descolonizado370.1175Language teachingIntercultural competenceCultural significanceDecolonized digital resourceDecolonizing the EFL Materials: a strategy to teach english to children and foster their ICCDecolonizing the EFL Materials: a strategy to teach English to children and foster their ICCLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaBraun, V., & Clarke, V. (2012). Thematic analysis. En American Psychological Association eBooks (pp. 57-71). https://doi.org/10.1037/13620-004Burns, A. (2019). Action Research in English Language Teaching: Contributions and Recent Developments. In X. Gao (ed.), Second Handbook of English Language Teaching (pp. 1-159). Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-58542-0_52-1Byram, M. (1997). Developing and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.Cook, V. (2008). The role of authentic cultural and language interactions in language learning. Journal of Language Education, 10(2), 123-136.Chen, G. M., & Starosta, W. J. (1997). A review of the concept of intercultural awareness. Human Communication, 1(1), 27-50Chomsky, N 1965. Aspects of the theory of syntax. Cambridge, Massachusetts, Massachusetts Institute of Technology Press: 251p.Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Sage Publications.Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing Ethnographic Fieldnotes, second edition. https://doi.org/10.7208/chicago/9780226206868.001.0001Gerlich, R. N. (2010). Intercultural Competence and Instructional Strategies: Implications for English as a Second Language. IGI Global.Fandiño-Parra, Y. J. (2021). Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives. Colombian Applied Linguistics Journal, 23(2), 166–181. https://doi.org/10.14483/22487085.17087Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12(10), 50-58.Hsu, F. (2017). Revisiting the coloniality of English: A research review of strategies. The CATESOL Journal, 29(1), 111-132. https://files.eric.ed.gov/fulltext/EJ1144339.pdfHymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Harmondsworth: Penguin.Hapsari, D. A., Darmawan, I. G. K., & Sutrisno, A. (2021). The Role of Motivation in Teaching and Learning. Humanitatis et litterae, 9(1), 144-154.Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 367–374). Oxfor d University Press.Kramsch, C., & Thorne, S. L. (2002). Foreign language learning as global communicative practice. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 83-100). Routledge.Kumaravadivelu, B. (2016). The Decolonial Option in English Teaching: Can the Subaltern Act?. TESOL Q, 50: 66-85. https://doi.org/10.1002/tesq.202Mann, S. J. (2005). Alienation in the learning environment: a failure of community? Studies in Higher Education,30(1), 43-45.https://doi.org/10.1080/0307507052000307786Munezane, Y. (2021). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46(8), 1664–1681. https://doi.org/10.1080/03075079.2019.1698537Mirza, S. B. (2021). Role of Motivation in English Language Learning: A Real Challenge. The Creative Launcher, 6(4), 224–229. https://www.redalyc.org/journal/7038/703873550033/html/Navarro, A., & Eliane H. (2015). The design of teaching materials as a tool in EFL teacher education: Experiences of a Brazilian education program. Ilha do Desterro, 1(68), 121-137. https://www.redalyc.org/pdf/4783/478347657010.pdfNunan, D. (1991). Designing tasks for the communicative classroom. Cambridge University Press.https://books.google.com/books?id=NSlMZp9XkHoC&lpg=PP1&hl=es&pg=PP1#v=onepage&q&f=falseNúñez, A., & Téllez, M.F. (2020). Tracing the cultural component in teacher-generated EFL materials. In A. Núñez-Pardo, & M.F. Téllez-Téllez (Eds.) Research on teacher-generated materials for language learning (pp.19-103). Bogotá, Colombia: Departamento de Publicaciones Universidad Externado de Colombia.Sedarmayanti, Rahmawanti, NP (2014). The influence of the work environment on employee performance (Study on employees of the Pratama North Malang tax service office). Journal of Business Administration, 8(2).Szuba, A. S. (2016). The intercultural communicative competence of young children in a bilingual education setting. Theses.ubn.ru.nl. https://theses.ubn.ru.nl/items/a7495b62-b3f8-4592-9926-07dd40d20288Pennycook, A. (1994). The Cultural Politics of English as an International Language (1st ed.). Routledge. https://doi.org/10.4324/9781315843605Pino Castillo, P. A., Donoso, A., & Ortega, K. (2020). Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class. International Journal of Multicultural Education, 22(1), 1–15. https://doi.org/10.18251/ijme.v22i1.1929Rajabi, S., & Ketabi, S. (2012). Aspects of Cultural Elements in Prominent English Textbooks for EFL Setting. ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.4.705-712Richards, J. C. (2017). Curriculum development in language teaching. Cambridge: Cambridge University Press.Rico Troncoso, C. (2012). Language teaching materials as mediators for ICC development: A challenge for materials developers. Signo y pensamiento, 31(60), 130-154.Tomlinson, B. (Ed.). (2011). Materials development in language teaching. 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