Z7_NQ5E12C0L06G70QRSV8PJ1JKF2
Portal U de A - Cabezote - WCV(JSR 286)
Acciones
Z7_NQ5E12C0LOJ7B068N20U4N1O41
EnlaceInteres - Udea - JSR(286)
Acciones
Z7_NQ5E12C0L06G70QRSV8PJ1JKF3
Signpost
Acciones
GIAE
Z7_NQ5E12C0L06G70QRSV8PJ1JSM4
Portal U de A - Visor de Contenido - WCV(JSR 286)
Acciones
El grupo de Investigación Acción y Evaluación en Lenguas Extranjeras
Z7_NQ5E12C0L06G70QRSV8PJ1JKV4
Portal U de A - Menú Lateral - WCV(JSR 286)
Acciones
Z7_NQ5E12C0L06G70QRSV8PJ1JKV1
UdeA - Información Menú - WCV(JSR 286)
Acciones
2005-1998
Artículo |
Resumen |
| McNulty, M., & Usma, J. (2005). Evaluating Research Skills Development in a Colombian Undergraduate Foreign Language Teaching Program.Íkala, Revista de Lenguaje Y Cultura, 10(16), 95–125. | The implementation of a research component in an undergraduate foreign language teaching program directed towards preservice development is evaluated in this research. Results show that factors such as course syllabi, professors’ methodology, and administration leadership affect this curricular innovation. Despite difficulties, research skill development can be improved with the necessary training, support, and time for professors’ understanding and collaboration. Consultar aquí |
| Arias, C., & Maturana, L. (2005). Evaluación en lenguas extranjeras : discursos y prácticas. Íkala, Revista de Lenguaje Y Cultura, 10(16), 63–91. | Este artículo presenta los resultados de una investigación sobre discursos y practicas evaluativas, cuyo fin es cualificar a los profesores de lenguas extranjeras de dos universidades colombianas en la evaluación de los aprendizajes. Principalmente se encontró: convivencia confusa de las evaluaciones sumativa y formativa; imprecisa definición del constructo lingüístico expresado en habilidades; énfasis excesivo en el área organizativa de la lengua a expensas del área pragmática; demasiada importancia a aspectos no lingüísticos; poca discriminación entre lo que se valora y lo que se mide en decisiones de promoción, y escasa consideración de muchas de las cualidades de las tareas evaluativas. Además, la falta de estabilidad laboral de los profesores, de directrices claras, de consenso, y de registros formales y sistemáticos de los resultados de las evaluaciones, contribuye a la dudosa promoción de los estudiantes. Consultar aquí. |
| Mesa, C., & Frodden, C. (2004). Promoting autonomy through project work. Íkala, Revista de Lenguaje Y Cultura, 9(15), 205–230. | This article presents teacher and learners’ experience implementing project work as a strategy the authors used in an undergraduate foreign language teaching program at an important public university in Colombia. In order to find support for their view that project work is an effective approach to developing future teachers’ autonomy, students who had participated in project work were interviewed and their responses were analyzed using Benson’s contributions 1997, 2001 on autonomous learning, and Legutke and Thomas (1991) on project work as a framework. The authors discuss the following issues based on the students’ experience: stages in the development of the project, characteristics of project work, and its relevance to developing learner autonomy. Consultar aquí. |
| Frodden, C., Restrepo, M., & Maturana, L. (2004). Analysis of assessment instruments used in foreign language teaching. Íkala, Revista de Lenguaje Y Cultura, 9(15), 169–201. | This article presents partial results of a research project on foreign language teachers’ discourse and practices with respect to assessment, the aim of which is to improve teachers’ assessment practices. The study, conducted in two Colombian universities, has various components: analysis of documents, interviews with teachers and students, and workshops with participating teachers in order to qualify them and agree on an improved assessment system. In this report we discuss the analysis made of tests, grids, registers, and forms and other kinds of instruments that teachers use to assess their students. For the analysis of instruments we used an inductive-deductive procedure whereby categories emerging from a first analysis of instruments were then refined by comparing them to those proposed by Bachman and Palmer (1996) and other authors. In general, teachers seem to prefer “hard” over “soft” types of assessment. Moreover, the qualities of assessment on which they seem to rely the most are practicality and reliability; and the ones least taken into consideration are authenticity and interactivity. Consultar aquí. |
| Cadavid, C., McNulty, M., & Quinchía, D. (2004). Elementary English Language Instruction: Colombian Teachers’ Classroom Practices. PROFILE Issues in Teachers’ Professional Development, 5(1), 37–55. | An in-progress ethnographic research project about teachers who are facing the complex task of teaching English to children in 7 public elementary schools in the metropolitan area of Medellin is presented in this article. First, the need for this research is outlined by researchers; second, the methodology of the project is described; third, up-to-date findings which include a profile of the 12 teachers who are participating in this study, and an analysis of their class methodology in terms of activities, materials, teacher and student roles are reported. Lastly, implications of this research project related to early foreign language instruction are highlighted. Consultar aquí. |
| Usma, J., & Frodden, C. (2003). Promoting teacher autonomy through educational innovation. Íkala, Revista de Lenguaje Y Cultura, 8(14), 101–132. | In this article, a teacher-researcher and her advisor report on an action-research project aimed at developing student autonomy through the implementation of self-assessment and learning strategies, in an English course for students of different academic programs in a well-known university in Medellín. Affective factors, metacognition, the role of the teacher and linguistic achievement emerged as the main themes related to developing learner autonomy. In this paper the authors aim at a better understanding and discussion on how motivation affects students' decisions regarding planning, monitoring and evaluating their learning, and how this regulation process and the facilitating role of the teacher helps them broaden their learning strategies and improve their linguistic performance. Consultar aquí. |
| Sierra, A., & Frodden, C. (2003). Promoting Student Autonomy Through Self-assessment and Learning Strategies. HOW, A Colombian Journal for Teachers of English, 10, 133–166. | In this article, a teacher-researcher and her advisor report on an action-research project aimed at developing student autonomy through the implementation of self-assessment and learning strategies, in an English course for students of different academic programs in a well-known university in Medellín. Affective factors, metacognition, the role of the teacher and linguistic achievement emerged as the main themes related to developing learner autonomy. In this paper the authors aim at a better understanding and discussion on how motivation affects students' decisions regarding planning, monitoring and evaluating their learning, and how this regulation process and the facilitating role of the teacher helps them broaden their learning strategies and improve their linguistic performance. Consultar aquí. |
| Frodden, C., & Cardona, G. (2001). Autonomy in foreign language teacher education. Íkala, Revista de Lenguaje Y Cultura. | This paper summarizes the findings of a research project conducted on the development of autonomy in foreign language teaching program in two Colombian universities. This project can be seen as an outcome of an overall project (COFE Project), supported by the British and Colombian governments in which twenty-six other universities participated. The aim of the COFE Project was to improve the quality of pre-service English educators and promoting learner autonomy through the donation of resource centers. Consultar aquí. |
| Rubiano, C., Frodden, C., & Cardona, G. (2000). The impact of the Colombian Framework for English (COFE) Project: an insiders’ perspective.Íkala, Revista de Lenguaje Y Cultura, 5(9-10), 37–56. | Under the influence of the COFE Project, the ultimate goal of which was to improve the teaching of English in secondary schools in Colombia, English teacher training courses underwent profound changes, which prepared the ground for curricular adjustments required by the Comité Nacional de Acreditación. The article presents the results of the evaluation of the COFE Project conducted by a team of teachers from nin universities from five areas: language development, professional development, research, resources and evaluation. Consultar aquí. |
| Frodden, C. (1999). Action research in a graduate foreign language teaching program. Íkala, Revista de Lenguaje Y Cultura, 4(7-8), 101–124.. | This article presents the findings of an investigation on the process of carrying out collaborative action research with teachers of English as a foreign language in a newly created graduate program, in a Colombian university. From the analysis of interviews and minutes of meetings with students and advisors, important issues that impinge on the successful development of the research process were found. The difficulties notwithstanding, participants emphasized the benefits of this experience in terms of empowerment and learning. Consultar aquí |
| Frodden, C., & López, A. (1998). University-schools collaboration through the teaching program. Íkala, Revista de Lenguaje Y Cultura, 3(6), 47–68. | This article addresses the authors’ experience carrying out their teaching practice of English in a group of public schools in Medellin. This teaching practice which is part of an undergraduate language teaching program, is based on principles of collaborative action research. It seeks to enhance the quality of basic education. Since all participants have the chance to develop knowledge, discuss new ideas and feed curricular changes, the practicum is a fruitful learning context. Consultar aquí. |
| Correa, D. (1998). Improving students’ learning by involving them in the design of the course. Íkala, Revista De Lenguaje Y Cultura, 3(6), 33–46. | This collaborative learning experience narrates how a group of university students was involved in the design of their course and how they also took part in evaluating the results of this process. To do so, they had to reflect back upon the decisions made and discuss which actions had the best effects and why. Consultar aquí. |
Z7_NQ5E12C0L06G70QRSV8PJ1JKV3
Portal U de A - Redes Sociales - WCV(JSR 286)
Acciones
Z7_NQ5E12C0L06G70QRSV8PJ1JC00
Portal U de A - Listado Interna Con Menu - WCV(JSR 286)
Acciones
Z7_NQ5E12C0L06G70QRSV8PJ1JC06
Footer - Udea - JSR(286)
Acciones
Z7_NQ5E12C0L06G70QRSV8PJ1JC05
Portal UdeA - Iconos Footer - WCV(JSR 286)
Acciones
Universidad de Antioquia | Vigilada Mineducación | Acreditación institucional hasta el 2033 | NIT 890980040-8
Recepción de correspondencia: calle 70 No. 52 - 21 | Apartado Aéreo 1226 | Dirección: calle 67 No. 53 - 108 | Horario de atención
Conmutador: [57 + 604] 219 8332 | Línea gratuita de atención al ciudadano: 018000 416384 | Fax: [57 + 604] 263 8282
Peticiones, quejas, reclamos, sugerencias, denuncias, consultas y felicitaciones
Política de tratamiento de datos personales
Medellín - Colombia | Todos los Derechos Reservados © 2020
Recepción de correspondencia: calle 70 No. 52 - 21 | Apartado Aéreo 1226 | Dirección: calle 67 No. 53 - 108 | Horario de atención
Conmutador: [57 + 604] 219 8332 | Línea gratuita de atención al ciudadano: 018000 416384 | Fax: [57 + 604] 263 8282
Peticiones, quejas, reclamos, sugerencias, denuncias, consultas y felicitaciones
Política de tratamiento de datos personales
Medellín - Colombia | Todos los Derechos Reservados © 2020