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2010-2006

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McNulty, M., & Echeverri, L. (2010). Action research topics and questions in a foreign languages teaching practicum in Colombia. Íkala, Revista de Lenguaje Y Cultura, 15(24), 207–230.	Preservice teachers identify topics and formulate research questions in action research under the guidance of advisors in the teaching practicum of an undergraduate foreign languages teaching program in Colombia. Objective: To examine preservice teachers’ and advisors’ beliefs about useful methodological strategies to identify the topics and formulate the research questions, and the roles they assumed. Method: In this case study, structured questionnaires and semi-structured interviews were used with the participants. Results: This study shows that journal writing, collaborative dialogue, exploring and expanding one’s theoretical base, delimiting topics, and demonstrating work were useful strategies. Though preservice teachers took ownership of choosing topics and formulating questions, some shared roles led advisors to participate more actively in this process. Conclusions: The methodological process used to identify the topics and formulate the research questions is associated with a reflective professional development endeavour with individual and group reflection. Consultar aquí.
McNulty, M., & Becerra, L. (2010). Significant Learning Experiences for English Foreign Language Students. PROFILE Issues in Teachers’ Professional Development, 12(2), 117–132.	This action research examines experiences that students in a grade 10 EFL class had with redesigning a grammar-unit into a topic-based unit. Strategies were formulating significant learning goals and objectives, and implementing and reflecting on activities with three dimensions of Dee Fink’s (2003) taxonomy of significant learning: the human dimension, integration, and application. Students reported positive perceptions about learning with and about others, learning about themselves, integrating language and topics to their lives, and recycling and applying topics to other formats. They became more active and reflective language learners. Difficulties were linking significant unit goals and objectives to all participants’ needs and interests, students’ initial unwillingness to learn about others, and students’ limited proficiency for integrating and applying English. Consultar aquí.
Gómez, C. (2010). Strategies to Help ESL Students Improve their Communicative Competence and Class Participation: A Study in a Middle School. HOW, A Colombian Journal for Teachers of English, 17(1), 73–89.	This article examines a qualitative study carried out at a middle school in North Carolina, the United States of America. The main purpose of the study was to find effective strategies that teachers can use to help ESL students improve their speaking skills and class participation. Results indicated that both communicative and social strategies as well as exposure to independent reading help ESL students improve their communicative skills and class participation.Consultar aquí.
Echeverri, L., & McNulty, M. (2010). Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension. PROFILE Issues in Teachers’ Professional Development, 12(1), 107–123.	This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed included participants’ perceptions of the usefulness of the strategies and students’ work on the graphic organizers and reading worksheets. Findings showed that participants thought that the strategies and an interactive reading task improved reading comprehension. The majority of students used English to answer knowledge, comprehension and a good number of application questions. The answers to the application questions provided by the less proficient students were, despite their use of Spanish, unclear. Consultar aquí.
Correa, D. (2010). Developing academic literacy and voice: challenges faced by a mature ESL student and her instructors. PROFILE Issues in Teachers’ Professional Development, 12(1), 79–94.	Drawing on critical, socio-cultural and sociolinguistic theories of writing, text and voice, this ethnographic study examines the challenges that a mature ESL student and her instructors in a university course on Spanish Language Media face as they co-construct a common understanding of academic literacy and voice in an undergraduate General Studies Program offered by a university in Western Massachusetts. Intertextual analysis of the data suggests that traditional product-based approaches to helping students develop academic literacy might not be very effective. However, to be able to take a different approach, such as the one suggested by genre scholars, both faculty teaching content subjects and writing tutors would need appropriate training. Consultar aquí.
Usma, J. (2009b). Globalization and Language and Education Reform in Colombia: A Critical Outlook. Íkala, Revista de Lenguaje Y Cultura,14(22), 19–42.	This paper explores the connection between economic, political, and cultural globalization processes and recent education and language reforms in Colombia. Throughout the article, the author attempts to demonstrate that current education and language policies in Colombia are tightly connected to transnational agendas and models of reform that do not necessarily represent a real benefit for the majority of the population, but, instead, may render privileges for a few. With this analysis, the author insists on the need for an equitable plan for the improvement of language teaching and learning in Colombia in a way that considers local priorities of economic development, respects local knowledge and culture, and accounts for a systemic and fundamental improvement of the public system based on the dissimilar conditions that affect schools, teachers, and students in both the private and the public sectors in the country. Consultar aquí.
Usma, J. (2009a). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. PROFILE Issues in Teachers’ Professional Development, 11, 123–141.	This paper examines the National Bilingual Program in connection with other education and language reforms in Colombia and some of the processes of inclusion, exclusion, and stratification that accompany current school reforms. The author outlines some patterns that have accompanied language innovations in the country and highlights some interconnected processes that seem to be favored in international reform and are reflected in current national policy agendas; namely, the externalization of policy discourses; the instrumentalization of languages; the stratification of groups, languages and cultures; and the standardization and marketization of foreign language teaching and learning. This paper attempts to demonstrate that processes of inclusion, exclusion and stratification through schooling are favored not only through the overt exercise of power and control, but also through the introduction of new discourses, policies, and practices. Consultar aquí.
Restrepo, M., & Arias, C. (2009). La investigación-acción en educación: un camino hacia el desarrollo profesional y la autonomía. Íkala, Revista de Lenguaje Y Cultura, 14(22), 109–122.	Este escrito muestra la dinámica de trabajo de nuestro equipo de profesores y estudiantes investigadores PEALE, y su contribución a nuestro desarrollo profesional y autonomía. No mostramos resultados del proyecto de investigación-acción sobre prácticas evaluativas en la adquisición de lenguas extranjeras, sino cómo éste ha propiciado conocimiento, experiencia, habilidades sociales, investigativas y evaluativas, y actitudes hacia la evaluación y la investigación. Con ejemplos de prácticas realizadas al interior del equipo, explicamos la puesta en escena de la reflexividad, la crítica dialéctica y la colaboración, principios de la investigación-acción. Presentamos, además, la relación de estos principios con el desarrollo profesional y la autonomía y la disposición de los investigadores para utilizar el empoderamiento alcanzado en la transformación de sus comunidades educativas. Consultar aquí.
Correa, D. (2009). Exploring Academic Writing and Voice in ESL Writing. Íkala, Revista de Lenguaje Y Cultura, 14(21), 103–132.	This literature review explores two basic questions: First, why have English as a Second Language (ESL)/English as a Foreign Language (EFL) academic writing courses not been able to signiﬁcantly help ESL/EFL students meet the academic writing demands of their university courses? Second, how can ESL/EFL writing instructors better help these students succeed in their undergraduate courses? To respond to these questions, the author reviews how notions of academic writing, text, and voice have changed over time, and how these changes have inﬂuenced (ESL) and (EFL) writing approaches and methodologies. The author also presents some of the critiques that scholars have posed regarding each of these notions, approaches and methodologies, and draws some conclusions based on these critiques. Consultar aquí.
Caro-Bruce, K., Klehr, M., Zeichner, K., & Sierra, A. (2009). A School District-Based Action Research Program in the United States. In S. Noffke & B. Somekh (Eds.), The SAGE Handbook of Educational Research (pp. 104–117). SAGE Publications Ltd.	When the first Classroom Action Research (CAR) opportunity was offered by the Madison, Wisconsin Metropolitan School District staff development department in 1990, it was conceived and presented as an isolated learning opportunity. It was not supported by the kind of deep thinking and planning that would ensure its sustainability, nor was there a sense for how it would fit into the larger context and goals of the district. In the years since its modest beginnings, it has grown to meet the needs of individual schools and the larger district, has become aligned with national professional development standards, and manages to survive. Consultar aquí.
Kohler, F., Henning, J., & Usma, J. (2008). Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample. Teaching and Teacher Education, 24(8), 2108–2117. Consultar aquí.	The purpose of this American study was to examine student teachers’ ability to make instructional decisions as they engaged in teaching. We examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional decision making, such as noting a specific difficulty with student learning and making an on-the-spot adjustment in their instruction. However, other elements of instructional decision making were less likely to be implemented. For example, student teachers relied on a limited range of formative assessment strategies and instructional modifications, and very few provided a sound rationale for their choice of modification. These results suggest that novice teachers may benefit from more opportunities to reflect and critique upon authentic learning experiences as they complete their teacher preparation programs. Finally, the TWS appears to represent a viable method for examining the instructional decisions of student teachers
Frodden, C., & Pineda, D. (2008). The Development of a Novice Teacher’s Autonomy in the Context of EFL in Colombia. PROFILE Issues in Teachers’ Professional Development, 9, 143–162.	This article reports the experience of a novice English teacher taking part in a collaborative action research project with a group of children in a bi-national language center in Colombia, where a theme-based approach to teaching had been recently introduced. The purpose of the study was to learn how to solve problems encountered with the approach and to develop learner and teacher autonomy. The findings show how reflection, collaborative work and critical thinking were promoted and enabled the teacher to find alternatives in her teaching, to gain a new understanding of this approach, and to develop teacher autonomy. Consultar aquí.
Echeverri, P., & Hytten, K. (2008, November 1). Reflecting on Revolution. Educational Researcher.	In our review, we begin by providing an overview of the book and then reflect on the book through dialogue, a strategy that matches the spirit of PAR. We conclude by unpacking the central theme of “revolution” and how it plays out across the various chapters. The editors open the book with an introduction to the concept of PAR and the ways in which it involves a pedagogy of resistance that has the potential to enable oppressed youth to name, understand, challenge, and transcend their own oppression. Consultar aquí.
Usma, J. (2007a). Instructional Decision-Making as a Framework to Connect Theory and Practice in Language Teaching : The Case of Focus on Form. Matices En Lenguas Extranjeras Revista Electrónica.	Este artículo explora el modelo denominado “Instructional Decision-Making” (IDM) (Toma de Decisiones del Docente) como un medio para conectar la teoría existente en el área de adquisición de segundas lenguas (SLA) y la práctica en la enseñanza y el aprendizaje de un idioma. Para este propósito, el autor examina los tres momentos en el modelo de IDM, el preactivo, el interactivo y el postactivo, y presenta la teoría de Focus on Form (FonF) (Enfoque en la Forma) como un ejemplo de cómo las teorías en SLA pueden ser aplicadas en el salón de clase a través de este modelo. Este artículo de revisión bibliográfica enfatiza en la necesidad de hacer de las teorías en SLA algo más aplicable para l@s docentes de lenguas, resalta el potencial del modelo de IDM para lograr esta conexión y muestra los beneficios y las limitaciones del enfoque de FonF como una propuesta pedagógica para los docentes de lenguas. El artículo concluye presentando algunas implicaciones a nivel investigativo y práctico. Consultar aquí.
Sierra, A. (2007c). The Professional Development of a Facilitator through a Study Group. PROFILE Issues in Teachers’ Professional Development, 8, 91–102. Consultar aquí.	This article presents part of the results of a study that was conducted to observe the professional development of a group of foreign language teacher educators and preservice teachers. The study focused on the knowledge, skills and attitudes these teachers developed through their participation in a study group. This article reports specifically on the skills and attitudes the facilitator of the study group developed due to her role in it.
Sierra, A. (2007a). Developing Knowledge, Skills and Attitudes through a Study Group: A Study on Teachers’ Professional Development. Íkala, Revista de Lenguaje Y Cultura, 12(18), 279–305.	This article presents the results of a qualitative study that explored the development of knowledge, skills and attitudes of a group of foreign language teacher educators and pre-service teachers through their participation in a study group. Sources of data included minutes of meetings, observations, tape recorded meetings, self-assessment forms and interviews. The findings show that teachers developed knowledge about the subject matter and research. Moreover, they developed skills such as research skills, critical thinking and collaborative work, and attitudes such as initiative, commitment, positive attitude towards research, and risk taking. It is concluded that the use of study groups can be an effective strategy for the professional development of teachers. Consultar aquí.
McNulty, M., & Quinchía, D. (2007). Designing a Holistic Professional Development Program for Elementary School English Teachers in Colombia*. PROFILE Issues in Teachers’ Professional Development, 8, 131–144.	The design and implementation of a holistic professional development program for elementary school English teachers in Colombia concerns target language improvement and pedagogical reflection. School-based and learner-centered, the program is characteristic of a synthetic, progressive, process-oriented curriculum as teachers’ language and pedagogical needs determined the learning and pedagogical activities for the program. The teachers improved their use of conventional English and became aware of an alternative approach for early foreign language instruction. They reported increased confidence using English and implementing new methodological strategies by getting positive feedback from their learners. Positive changes in teachers’ and students’ attitudes towards English suggest that this holistic approach be used as a viable professional development program for elementary school teachers in Colombia. Consultar aquí.
Ardila, M., & Bedoya, J. (2006). La inclusión de la plataforma de aprendizaje en línea MOODLE en un curso de gramática contrastiva español-inglés. Íkala, Revista de Lenguaje y Cultura, 11(17), 181–205.	El presente artículo da cuenta de la experiencia resultante del trabajo colaborativo de dos profesores de la Escuela de Idiomas de la Universidad de Antioquia, quienes, con la pretensión de innovar en su práctica docente y contribuir al mejoramiento de los procesos de enseñanza y aprendizaje, incluyeron las tecnologías de la información y la comunicación (TIC) en el curso Gramática contrastiva español-inglés, del programa Licenciatura en Lenguas Extranjeras. El medio escogido fue la plataforma de aprendizaje en línea MOODLE, cuyas herramientas interactivas promueven el aprendizaje centrado en el estudiante, a través de la construcción del conocimiento basada en el trabajo colaborativo y en el autodescubrimiento. Consultar aquí.

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