issn 2711-290x

ISSN 2711-290X

III International Conference on Innovative Practices and Research in the teaching of Foreign Languages

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2 Universidad de Córdoba, School of Education, Department of Foreign Languages.

Proceedings

The III International Conference on Innovative practices and Research in the teaching of Foreign Languages Organizing Committee confirms that full and concise papers accepted

for this publication: • Meet the definition of research in relation to creativity, originality, and increasing

humanity’s stock of knowledge; • Are selected on the basis of a peer review process that is independent, qualified expert

review; • Are published and presented at a conference having national and international

significance as evidenced by registrations and participation. • Are made available widely through the Conference web site.


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Table of Contents Organizing Committee ...................................................................................................................... 11

Reviewers .......................................................................................................................................... 12

Plenary Speakers Presentations ....................................................................................................... 14

Genre-based pedagogy and the teaching of foreign languages. ................................................ 15

Jose David Herazo (Universidad de Córdoba, Colombia) .............................................................. 15

Incorporating intercultural communicative competence into our teaching practices. ............. 16

Sarah Wagner (University of Pittsburgh, United States) .............................................................. 16

Educacion superior en Israel e interculturalidad. ....................................................................... 17

Beatriz Katz (Gordon College - Haifa Academic Institute, Israel) .................................................. 17

Internacionalización y Tecnopedagogía en la Educación Superior. ............................................ 18

Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel) ..................................................... 18

Importance of Inter-cultural and Multicultural Perspectives in Designing Educational Programs

for Teaching and Learning of Languages. .................................................................................... 19

Rhonda Berger Sofer (Gordon Academic College of Education, Israel) ........................................ 19

The Human Factor to Profitability: Building a People-Centered culture for Long-term Success.

....................................................................................................................................................... 20

Jeanette Black (University of Wisconsin Stout, United States) .................................................... 20

Becoming literate in a foreign language: Student teachers’ personal literacy practices. ......... 21

Sonia Jerez (Universidad de Córdoba, Colombia) ......................................................................... 21

Concurrent Sessions ......................................................................................................................... 22

New Literacies: Videogaming for learning a second language. .................................................. 23

Luis Alfonso Calderín (Universidad de Córdoba, Colombia) .......................................................... 23

The Value of Study Abroad: Mapping opportunities for yourself and others. .......................... 24

Rigoberto Castillo (Universidad Distrital Francisco José de Caldas, Colombia) ............................ 24

Experiencing EtnoEnglish through the National Suggested Curriculum ..................................... 26

Adolfo Arrieta (Universidad de Sucre, Colombia) Diana Jaraba (Insitucion Educativa Indigena San

Antonio Abad, Colombia) .............................................................................................................. 26

Educacion superior en Israel e interculturalidad ......................................................................... 27

Beatriz Katz (Gordon College - Haifa Academic Institute, Israel) .................................................. 27

Implementing PBL assessed by E-portfolios to foster Oral fluency Skill in an EFL setting ......... 28

Aura Melissa Galvan De la Ossa (Universidad de Cordoba, Colombia) ........................................ 28


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The Use of a Genre-Based Approach to Promote Writing Skills Through Instructional Texts in a

Colombian 11th EFL Classroom .................................................................................................... 29

Julián Hernández Contreras (Universidad de Sucre, Colombia) .................................................... 29

Construction de l'identité professionnelle: « enseignant-chercheur » chez les étudiants de la

Licence en Langues Étrangères de l’Université de Pamplona: une étude narrative. ................. 30

Iván Darío Vargas (Universidad de Pamplona, Colombia) ............................................................ 30

L’étude d’inclusion: une façon de renforcer la compétence sociolinguistique chez les étudiants

de FLE niveau B1 ........................................................................................................................... 31

Heiner José Torres Álvarez (Universidad de Pamplona, Colombia) Ysmay Elisa Jaimes

Jaimes (Universidad de Pamplona, Colombia) .............................................................................. 31

Un regard sur l'altérité en classe de français langue étrangère ................................................. 32

Laura Marcela Torres Álvarez (Universidad de Pamplona, Colombia) ......................................... 32

Perceptions des stagiaires par rapport à l’enseignement de la grammaire dans un cours de FLE

: une étude phénoménologique................................................................................................... 33

Viana Pesca (Universidad de Pamplona, Colombia) ..................................................................... 33

Peace construction in ELT: Throughout the field metamorphosis .............................................. 34

Yeraldine Aldana (Doctorado Interinstitucional en Educación- Universidad Distrital Francisco

Jose de Caldas, Colombia) ............................................................................................................. 34

Teachers’ professional development and professional learning communities to teach English

at a primary school. ...................................................................................................................... 35

Alex Diaz (Universidad de Córdoba, Colombia) ............................................................................ 35

Content Based Instruction: a Tool for Communication in Beginners ......................................... 36

Yudis Contreras Martínez (Universidad de Cartagena, Colombia) ................................................ 36

Exploring R2L adaptations for EFL students’ oral production ..................................................... 37

Tatiana Becerra Posada (Universidad de Córdoba, Colombia) Paula Garcia Montes (Universidad

de Córdoba, Colombia) Juliana Pastrana (Unicordoba, Colombia) .............................................. 37

Developing academic literacy in a language teaching BA program ............................................ 38

Maria Del Rocio Dominguez Gaona (Universidad Autónoma de Baja California, Mexico) Jitka

Crhová (Universidad Autónoma de Baja California, Mexico) Myriam Romero

Monteverde (Universidad Autónoma de Baja California, Mexico) ............................................... 38

Flipping the french language classes............................................................................................ 39

Gabriella Pugliese (Universidad de Cordoba, Colombia) Danilsa Lorduy (Universidad de Cordoba,

Colombia) ...................................................................................................................................... 39

Peaceful Coexistence: The Impact of Bilingualism For Peace Project ........................................ 40


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Liliana Beatriz Valle Zapata (University of Cordoba, Colombia) Martha Paz Wechek (University of

Cordoba, Colombia) Yurisan Tordecilla (Universidad de Córdoba, Colombia) ............................. 40

Promoting oral interaction skills trhough some cooperative learning activities ....................... 41

Leiry Murillo (Universidad de Córdoba- Universidad del Sinú, Colombia) .................................... 41

Educación Bilingüe: ¿Cómo calibrar la brújula? .......................................................................... 42

Zuleima Ahumada (Cambridge University Press, Colombia) ........................................................ 42

Internacionalización y Tecnopedagogía en la Educación Superior ............................................. 43

Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel) ..................................................... 43

Importance of Inter-cultural and Multicultural Perspectives in Designing Educational Programs

for Teaching and Learning of Languages ..................................................................................... 44

Rhonda Berger Sofer (Gordon Academic College of Education, Israel) ........................................ 44

Fostering students’ out-of-class learning through a game-based approach using technological

devices .......................................................................................................................................... 45

Ligia Martinez (CECAR, Colombia) ................................................................................................ 45

Are pre-service teachers ready to become in-service EFL tutors? Possibilities of sociocognitive

alignment in EFL tutoring practices. ............................................................................................ 46

Alix Johana Arrubla Buitrago (Universidad de Antioquia, Colombia) Cristian David Londoño

Arroyave (Universidad de Antioquia, Colombia) Jose Pablo Pareja Díaz (Universidad de

Antioquia, Colombia) .................................................................................................................... 46

Literacy development with Jolly Phonics: Report of a Small-Scale Action Research Study ...... 47

Leidy Marcela Valbuena García (Universidad Distrital Francisco José de Caldas, Colombia)

Nicolas Rocha Bernal (Universidad Distrital Francisco José de Caldas, Colombia) ....................... 47

Implementation of Projects Based Learning methodologies including cross curricular

components for English Language Teaching in Secondary Level ................................................ 48

Helmuth Torres Hernández (BOSQUES DE LEON SCHOOL, Colombia) .......................................... 48

Analysis of the classroom context to foster integrated skills in EFL through Task-Based

Language Teaching in seventh grade at Integrado Juan Atalaya School .................................... 49

Cindy Lizeth Niño Parada (Universidad Santo Tomás, Colombia) ................................................. 49

Metacognitive teaching for the development of reading comprehension in a foreign language

....................................................................................................................................................... 50

Milton Pajaro (Universidad de Cordoba, Colombia) ..................................................................... 50

Understanding how pre-service teachers’ pre-conceived beliefs influence their first teaching

experience .................................................................................................................................... 51

Jesús Ortega (Universidad de Pamplona, Colombia) .................................................................... 51

Sandra Ramírez (Universidad de Pamplona, Colombia) ............................................................... 51


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A social- pedagogical strategy “Educating my emotions” to prevent and decrease Bullying in

secondary school .......................................................................................................................... 52

Liliana Agamez (Universidad de Córdoba, Colombia) ................................................................... 52

Bilingualism for peace: A social project in Monteria – Colombia ............................................... 53

Danilsa Lorduy Arellano (Universidad de cordoba, Colombia) Delia Rosa Gonzalez

Lara (Universidad de cordoba, Colombia) .................................................................................... 53

Language Assessment: an incipient interest of Colombian scholars .......................................... 54

Sonia Patricia Hernández-Ocampo (Universidad de los Andes, Colombia) .................................. 54

Fostering interculturality through CBI. ........................................................................................ 55

James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-

Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad

Tecnologica de Bolivar, Colombia) ................................................................................................ 55

Pourquoi enverser la classe en FLE .............................................................................................. 56

Gabriela Pugliese (Universidad de Córdoba, Colombia) Danilza Lorduy (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 56

Le développement de la compétence interculturelle en cours de FLE - Francais Langue

Étrangère....................................................................................................................................... 57

Emily María Garcés Navarro (Universidad de Sucre, Colombia) .................................................. 57

Understanding Group Interaction and speaking skills among English basic users .................... 58

Ximena Contreras (Universidad de Pamplona, Colombia) Karen Michell Villamizar (Universidad

de Pamplona, Colombia) ............................................................................................................... 58

The Value of Study Abroad: Mapping opportunities for yourself and others ........................... 59

Rigoberto Castillo Ph.D (Universidad Distrital Francisco José de Caldas, Colombia) .................... 59

The Human Factor to Profitability: Building a People-Centered culture for Long-term Success

....................................................................................................................................................... 60

Jeanette Black (University of Wisconsin Stout, United States) ..................................................... 60

Team-Teaching Experiences from an Adjunct Course an International Business ...................... 61

James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-

Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad

Tecnologica de Bolivar, Colombia) ................................................................................................ 61

Exploring Teaching-Learning Processes in Two Undergraduate EFL Mandatory Courses ......... 62

Estefanía Durán Ordóñez (University of Pamplona, Colombia) Katherin García Rey (University of

Pamplona, Colombia) .................................................................................................................... 62

The Use of CLIL to Promote Speaking Skills Through Learning Styles Based Lessons Among 11th

Grade EFL Students at a Public High School ................................................................................ 63


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Jesús David Pelufo Sierra (Universidad de Sucre, Colombia) María Cecilia Payares

Castillo (Universidad de Sucre, Colombia) .................................................................................... 63

Reading to Learn (R2L) in EFL instruction: An introduction to the model and its applications . 64

José David Herazo (Universidad de Córdoba, Colombia) Tatiana Becerra (Universidad de

Córdoba, Colombia) Paula García (Universidad de Córdoba, Colombia) ..................................... 64

Becoming literate in a foreign language: Student teachers’ personal literacy practices .......... 65

Sonia Jerez (Universidad de Córdoba, Colombia) ......................................................................... 65

Eco-teaching: Using the internet as an economical and eco-friendly resource...................... 66

Edwin Henao (Unicolombo, Colombia) ........................................................................................ 66

Poster Presentations ........................................................................................................................ 67

Mayra Salgado (Universidad de Córdoba, Colombia) Camila Doria (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 68

Reading to learn (R2L) and oral communication in 8th graders to tell anecdotes .................... 68

Luis Angel Contreras Moreno (Universidad de Córdoba, Colombia) Keila Andrea Peña

Ochoa (Universidad de Córdoba, Colombia) ................................................................................. 69

Exploring the Use of Animated Cartoons to Enhance Students' Listening Skills ........................ 69

Luis Manuel Ramos Cano (Universidad de Córdoba, Colombia) Brando Jose López

Carmona (Universidad de Córdoba, Colombia) ............................................................................ 70

Flipping the oral participation class through the use of self-recording videos. ......................... 70

Jesús Mestra (Universidad de Córdoba, Colombia) Juan Fabra (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 71

Using kinesthetic learning activities to promote secondary students' participation in english

classes. .......................................................................................................................................... 71

Luisa Fernanda Vergara Álvarez (Universidad de Córdoba, Colombia) María Bernarda Martínez

Martínez (Universidad de Córdoba, Colombia)............................................................................. 72

Promoting EFL learning through Taysomroom outside the classroom in a public school in

Montería. ...................................................................................................................................... 72

Karen Polo (Universidad de Córdoba, Colombia) .......................................................................... 73

Exploring multimodal EFLlesson to meet the needs of ADHD students. .................................... 73

Jesús Martinez (Universidad de Córdoba, Colombia) Erwin Corcho (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 74

Flipping the listening class with authentic audiovisual materials. ............................................. 74

Anye Ramos (Universidad de Córdoba, Colombia) ....................................................................... 75

The role of traditional stories in fifth graders reading process .................................................. 75


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Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango

Caballero (Universidad de Córdoba, Colombia) ............................................................................ 76

Songs for developing vocabulary learning and speaking skills. .................................................. 76

Ivon Hernandez Lopez (Universidad de Córdoba, Colombia) Danilo Jose Yanez

Lacharme (Universidad de Córdoba, Colombia) ........................................................................... 77

Motivational strategies and oral production in EFL classrooms; a case study. .......................... 77

Maria José Rangel (Universidad de Córdoba, Colombia) Jessica Pernett (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 78

Oral interaction and games. ......................................................................................................... 78

Isaías Acosta (Universidad de Córdoba, Colombia) Melissa Zapata Vargas (Universidad de

Córdoba, Colombia) ...................................................................................................................... 79

Challenges faced to adopt a new curriculum: a case study. ....................................................... 79

Angélica Arroyo (Universidad de Córdoba, Colombia) Sandra Amarís (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 80

The integration of technological devices in foreign language teaching. .................................... 80

Yulieth Marcela Padilla GonzÀlez (Sue Caribe: Universidad De Córdoba: Programa De Maestrìa

En Educaciòn, Colombia) ............................................................................................................... 81

A quasi-experimental study of the motivational and cognitive effects of a TBLT-mediated

macro strategy on ninth-grade students. .................................................................................... 81

Paula Zarante (Universidad de Córdoba, Colombia) Maria Berrio (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 82

Analysis of teacher´s discourse teaching english to blind learners at a mainstream class

(critical discours analysis) ............................................................................................................. 82

Isabella Romero Delgado (Universidad de Córdoba, Colombia) ................................................... 83

Exploring a primary school teacher’s challenges when using tablet-based activities in a public

school. ........................................................................................................................................... 83

Levis Leonardo Lozano Hoyos (Universidad de Córdoba, Colombia) Cesar Javier Velez

Lopez (Universidad de Córdoba, Colombia) Dalila Guzman Aviles (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 84

Personal Learning Environment to improve English communicative competences of students

of communication V at Córdoba University. ............................................................................... 84

Jorge Luis Oquendo Loaiza (Universidad de Córdoba, Colombia) Estivenson José Portillo

Banqueth (Universidad de Córdoba, Colombia) ........................................................................... 85

Google classroom and language learning autonomy in an EFLcourse. ....................................... 85

Steven Palacios (Universidad de Córdoba, Colombia) Luisa Castellanos (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 86


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Educational heroes strategy to increase speaking skills through leadership in high school

students: an action case study. .................................................................................................... 86

Rossana Barrios Jaller (Universidad de Córdoba, Colombia) Juan David Suárez

Jiménez (Universidad de Córdoba, Colombia) .............................................................................. 87

Online collaborative learning in the EFL classroom. ................................................................... 87

Angelica Morales (Universidad de Córdoba, Colombia) Camila Parra (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 88

Lived experiences of teachers during implementation of The new curricula: a

phenomenological study. ............................................................................................................. 88

Daniel Ricardo (Universidad de Córdoba, Colombia) Andrea Ayazo (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 89

The process of lesson planning based on Edmodo as a supplementary tool for learning writing

competences on higher education: a case study. ....................................................................... 89

Luis Burgos (Universidad de Córdoba, Colombia) ......................................................................... 90

Using self recorded audios to improve oral production in 8th graders in a public school. ....... 90

Maria Marcelina Pacheco Madera (Universidad de Córdoba, Colombia) Eliana Valentina Soto

Redondo (Universidad de Córdoba, Colombia) ............................................................................. 91

A phenomenological description of ninth grader’s motivation towards efl learning process. . 91

Paola Navarro (Universidad de Córoba, Colombia) Andrea Bárcenas (Universidad de Córdoba,

Colombia) Gustavo Salinas (Universidad de Córdoba, Colombia) ................................................ 92

The use of content-based instruction to improve oral communication in EFL classrooms. ...... 92

Laura Durango (Universidad de Córdoba, Colombia) Leydis Vidal (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 93

A phenomenological description: the teachers' lived experiences who have to implement

technology in their teaching process. .......................................................................................... 93

Luz Karina Mejía (Universidad de Córdoba, Colombia) Omis Johana Espitia (Universidad de

Córdoba, Colombia) ...................................................................................................................... 94

Improving 10th graders´ reading comprehension through digital platforms. ........................... 94

Karen Villera (Universidad de Córdoba, Colombia) Angela Pinto (University of Córdoba,

Colombia) ...................................................................................................................................... 95

Leadership skills of English teachers inside the classroom in a secondary public school in

Montería. ...................................................................................................................................... 95

Reinel Oyola (Universidad de Córdoba, Colombia) Josué Ortega (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 96

Flipping the R2L class to engage tenth-grade students in oral exposition texts. ....................... 96


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Shirley Redondo (Universidad de Córdoba, Colombia) Rose Petro (Universidad de Córdoba,

Colombia) ...................................................................................................................................... 97

The lived experience of 11th grade president students while playing a leadership role at public

urban institutions: A phenomenological study. .......................................................................... 97

Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango

Caballero (Universidad de Córdoba, Colombia) ............................................................................ 98

Using songs for developing vocabulary learning and speaking skills. ........................................ 98

Acknowledgments ............................................................................................................................ 99


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Organizing Committee

Liliana Valle Zapata, Mg. Head- Department of Foreign Languages Sonia Jerez, PhD. Conference Chair

Jose David Herazo Rivera, PhD., Academic committee Chair Paula García Montes, Program Committee Pedro Aguas, Ph.D., Program Committee

Cristobal Zuñiga., Program Committee Jaime Nieto., Program Committee

Estefany González., Program Committee Erika Ruiz., Program Committee

Jorge Yepez., Program Committee Deimer Bohorquez., Program Committee

Tatiana Becerra Posada, Program Committee

Universidad de Córdoba, Montería, Colombia.


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Reviewers

Adolfo Arrieta Carrascal, PhD., Candidate, Universidad de Sucre, Colombia

Anamaría Sagre, PhD. Candidate, The University of Arizona, USA Cristina Boccia, Mag., Universidad Nacional del Cuyo, Argentina

Cristobal Zuñiga, Mag. Universidad de Córdoba, Colombia Danilsa Lorduy, Mag., Universidad de Córdoba, Colombia

Diana Arroyo Ensuncho, Phd, Candidate, Indiana University, USA Diana Gómez, PhD. Candidate, University of Pittsburgh, USA

Doris Correa, PhD., Universidad de Antioquia, Colombia Laura Flores, PhD. Candidate, Universidad Católica de Chile, Chile

Francis J. Troyan, PhD., Ohio State University, USA Gabriel Cote, PhD., Universidad de Pamplona, Colombia

Gabriela Pugliese, Mag., Universidad de Córdoba, Colombia Ivan Flores, Mag., Universidad de Antioquia, Colombia Jaime Usma, PhD., Universidad de Antioquia, Colombia

Jose Aldemar Alvarez, PhD., Universidad del Valle, Colombia Juan Carlos Pastrana, PhD Candidate, Universidad de Córdoba, Colombia

Kristin Davin, PhD., University of North Carolina, USA Leonardo Pacheco Machado, Mag., Universidad de Córdoba, Colombia

Liliana Valle Zapata, Mag., Universidad de Córdoba, Colombia Loretta Fernandez, PhD., University of Pittsburgh, USA

Luz Karime Calle, PhD., Universidad del Norte Margaret Gillian Moss, PhD, Universidad del Norte, Colombia

Moisés Perales, PhD., Universidad de Quintana Roo Myriam Abdel-Malek, PhD., University of Pittsburgh, USA

Nayibe Rosado Mendihueta, PhD., Universidad del Norte, Colombia Norma Barletta, PhD., Universidad del Norte, Colombia Paula Garcia, Mg., Universidad de Córdoba, Colombia

Pedro Aguas Castillo, Ph.D., Universidad de Córdoba, Colombia Sonia Jerez, PhD., Universidad de Córdoba, Colombia

Stefano Maranzana, Southern Methodist University, USA Tatiana Becerra, Mg., Universidad de Córdoba, Colombia Teresa Benítez, Mag., Universidad del Norte, Colombia


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Plenary

Speakers

Presentations


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Genre-based pedagogy and the teaching of foreign

languages.

Jose David Herazo (Universidad de Córdoba, Colombia)

[email protected]

Abstract

Genre-based pedagogy (GBP) is an instructional approach that seeks to promote

students’ comprehension and production of texts. Grounded in Systemic Functional

Linguistics, the pedagogy adopts the notion that any oral or written act of social

communication constitutes a text. In turn, texts are exemplars of particular genres, that

is patterned ways of using language according to the context of communication. GBP

takes texts as the starting point for planning, developing and assessing instruction to

develop students’ ability to create meaning. In this talk I present key principles and

practices of GBP. Using examples of teachers' use of GBP during the last five years, I

will show how the pedagogy has been material for focusing instruction on

communication, organizing curricular sequences of increasing complexity in foreign

language programs, teaching grammar in favor of meaning, making decisions on what

to teach and when, designing more informative and outcome-oriented assessments, and

empowering teachers with specialized knowledge about texts and pedagogy.

Biodata

Jose David Herazo is full time professor at Universidad de Córdoba (Montería,

Colombia), where he works as a teacher educator in the Department of Foreign

Languages. He holds a PhD. in Language Literacy and Culture (University of

Pittsburgh, USA) and a Masters in Education (Universidad del Norte, Colombia). His

research focuses on applications of systemic linguistics and sociocultural theory to L2

instruction and teacher preparation. His latest projects are concerned with

understanding how L2 teachers learn Dynamic Assessment and how such learning

may transform their praxis and with exploring how teachers’ adoption of genre-based

pedagogy may serve to develop students’ ability to create meaning in an L2. Mr.

Herazo has published various books, book chapters and papers in worldwide

recognized journals.

https://easychair.org/smart-program/ICTEFOL2019/person8.html


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Incorporating intercultural communicative

competence into our teaching practices.

Sarah Wagner (University of Pittsburgh, United States)

Abstract

A crucial instructional goal in the foreign language classroom is developing students’

intercultural communicative competence (ICC). While there are several theoretical

frameworks, definitions, and models of ICC, foreign language teachers continue to

face challenges in incorporating it into our teaching practices. Byram’s intercultural

communicative competence model, one of the most well-respected in the field,

disaggregates the concept into three dimensions: knowledge, attitudes, and skills.

Using this model as a guide, - and with a particular emphasis on ICC attitudes of

curiosity, openness, and the ability to suspend judgment - strategies of incorporating

intercultural communicative competence into our classrooms will be shared.

Specifically, how does the explicit teaching of multiple cultural contexts shape English

language learners’ ICC attitudes? How does highlighting the relationships between

language and identity, particularly at a local level, position our students to enhance

their intercultural communicative competence? And finally, how does grappling with

issues of power, privilege, and prejudice deepen our students’ willingness and abilities

to engage constructively and respectfully with those who are different from them?

Teachers / attendees will leave this session with a strong grasp of Bryam’s model, an

understanding of the importance of incorporating ICC in their classrooms as well as

the inspiration to further delve into the critical nexus of intercultural communicative

competence and language development.

Biodata Dr. Sarah Wagner is the Director of the VIH Program in the Center for International

Studies at the University of Pittsburgh. In her current role, she oversees a legacy

program from The Heinz Endowments that offers international experiences, leadership

development, and community engagement experiences to underrepresented women at

fifteen colleges and universities throughout Pennsylvania. Dr. Wagner is also an

adjunct faculty member in the Graduate School of Public and International Affairs

(GSPIA), and she was recently awarded a Chancellor’s award for mentorship. She has

spoken about various aspects of international education in Barcelona, Prague,

Shanghai, and Colombia as well as at conferences across the United States.



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Educacion superior en Israel e interculturalidad.

Beatriz Katz (Gordon College - Haifa Academic Institute, Israel)

Abstract

La presente ponencia tiene el objetivo de abordar y analizar el marco en el que se

están desarrollando los procesos de Internacionalización y la Tecnopedagogía en el

Instituto de Educación Superior Gordon College Haifa. Para empezar, es de

conocimiento de todos, que vivimos en un tiempo de cambios constantes, acelerados

y profundos y a diferencia del pasado la circulación de ideas y personas no se

circunscribe a áreas en escala de país o región, sino que por el contrario va mucho

más allá de las fronteras geográficas. De tal manera que, el territorio y el espacio

geográfico van cediendo su importancia a nuevos mapas de la realidad, muy alejada

al carácter de nación-estado-territorio, más cercana y relacionada a un concepto de

movilidad y globalización. Así, en la definición del concepto de Internacionalización

que adoptamos e implementamos en el instituto Gordon College, se evidencia tanto

la dimensión internacional como la intercultural, a fin de resaltar el hecho de que la

internacionalización no está orientada ni restringida sólo a los estados-nación, sino

que incluye e incorpora a los diferentes grupos étnicos-culturales de un país. La

Tecnopedagogía y las Tecnologías de la Información y Comunicación (TIC)

fortalecieron la dinámica al permitir que la globalidad llegue al mundo con un simple

clic, eliminando así las barreras espaciotemporales. La internacionalización y la

Tecnopedagogía al servicio de la educación son, por tanto, las herramientas ideales

mediante las cuales se busca preparar a los futuros profesionales para convivir en

este mundo interconectado.

Biodata

Mrs. Kats holds a Ph.D. in Education and technology from University of

California in USA, a master in Hispanic culture from University of Alcala in

Spain and a B.A in Educational phycology from Burlington USA. Her main

research interests are technology and education, leadership and educative

empowerment, teaching strategies, curriculum planning, multiculturalism,

teaching and learning in heterogeneous classrooms.



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Internacionalización y Tecnopedagogía en la

Educación Superior.

Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel)

Abstract

La presente ponencia tiene el objetivo de abordar y analizar el marco en el que se

están desarrollando los procesos de Internacionalización y la Tecnopedagogía en el

Instituto de Educación Superior Gordon College Haifa. Para empezar, es de

conocimiento de todos, que vivimos en un tiempo de cambios constantes, acelerados

y profundos y a diferencia del pasado la circulación de ideas y personas no se

circunscribe a áreas en escala de país o región, sino que por el contrario va mucho

más allá de las fronteras geográficas. De tal manera que, el territorio y el espacio

geográfico van cediendo su importancia a nuevos mapas de la realidad, muy alejada

al carácter de nación-estado-territorio, más cercana y relacionada a un concepto de

movilidad y globalización. Así, en la definición del concepto de Internacionalización

que adoptamos e implementamos en el instituto Gordon College, se evidencia tanto

la dimensión internacional como la intercultural, a fin de resaltar el hecho de que la

internacionalización no está orientada ni restringida sólo a los estados-nación, sino

que incluye e incorpora a los diferentes grupos étnicos-culturales de un país. La

Tecnopedagogía y las Tecnologías de la Información y Comunicación (TIC)

fortalecieron la dinámica al permitir que la globalidad llegue al mundo con un simple

clic, eliminando así las barreras espaciotemporales. La internacionalización y la

Tecnopedagogía al servicio de la educación son, por tanto, las herramientas ideales

mediante las cuales se busca preparar a los futuros profesionales para convivir en

este mundo interconectado.



____________________________________________________________________________________________________________


Importance of Inter-cultural and Multicultural

Perspectives in Designing Educational Programs

for Teaching and Learning of Languages.

Rhonda Berger Sofer (Gordon Academic College of Education, Israel)

Abstract

Teaching and Learning Languages requires more than just teaching grammar, syntax

and vocabulary. The importance of the cultural context of language and mediating

language teaching and learning and culture has been the topic of many studies and

research since the 1980’s (Valdea and Swan 1986, Buttjes and Byram 1991, Byram,

Gribkova and Starkey 2002 and Hinkel 2011). This presentation discusses the

dynamics and importance of integrating inter-cultural and multicultural perspective in

designing educational programs in general, especially those related to the teaching and

learning of languages. Designing educational programs however is just the first phase

necessary for teaching and learning innovative curriculum. There are processes

involved in implementing the innovative curriculum successfully which also require

multicultural and inter-cultural competencies. These processes will be presented

through analyzing case-studies of European Commission Curriculum Reform Capacity

Building Programs that successfully integrated inter-cultural and multicultural

perspectives in several disciplines, including language teaching and learning.

Biotada

Dr. Rhonda Sofer, Director of the International Center and the Center for

Multicultural Education at Gordon Academic College of Education is an applied

anthropologist who has been working in the field of teacher training for over 30

years. She has a BA from Fairleigh Dickson University, Madison Campus New

Jersey and M. Phil and PhD. From Rutgers, The State University of New Jersey. Dr.

Sofer is considered an expert in designing and implementing international educational

programs on topics ranging from Diversity, Multicultural Education, Promoting Civic

Education and Democracy and more. She is presently coordinating an European

Commission ERASMUS+ Key Action 2.



____________________________________________________________________________________________________________


The Human Factor to Profitability: Building a

People-Centered culture for Long-term Success.

Jeanette Black (University of Wisconsin Stout, United States)

[email protected]

Abstract

A key leadership imperative for organizations is driving organizational profitability. In

this session, we invite participants to engage in dialogue about The Human Factor to

Profitability: Building a people-centered culture for long-term success, authored by the

facilitator, Dr. Jeanette Black. This presentation will describe the careful process and

components necessary to create a people-centered culture – a culture that is the

principal driver for increased profitability and long-term sustainability for

organizations. The focus of this session is to showcase the evidence-based research

using phenomenology of a people-centered approach and the impact on organizational

profitability and productivity while engaging participants in discussion about the topic

and implications for decision making for leaders, managers, and supervisors.

Biodata

Dr. Black graduated from the University of St. Thomas, Minneapolis, MN Doctoral

Program in Organization Development in 2007. Her Doctoral Research investigated

the lived experiences of women in their workplace relationships with supervisors and

their use of Emotional Intelligence Competencies leveraging phenomenology

methodologies. Dr. Black is also a certified Senior Human Resource Professional and

instructor for the Society for Human Resources (SHRM). Dr. Black is the featured

author for the book chapter, “Employee Centered Safety Cultures: Individual and

Corporate Social Responsibility, in Safety, Leadership and Professional Development,

2018, for the American Society for Safety Professionals and the National Safety

Council. Dr. Black has published the book chapter titled: Leading People Centered

Cultures in the Global Encyclopedia of Public Administration, Public Policy, and

Governance, Springer Publishing, New York, NY. Dr. Black has been a featured in a

long list of regional, national and international conferences.


mailto:[email protected]

https://meteor.springer.com/project/dashboard.jsf?id=273&tab=About&auth_user=462214&auth_key=ac1dfa260374f6deb3bd10a84917635e

https://meteor.springer.com/project/dashboard.jsf?id=273&tab=About&auth_user=462214&auth_key=ac1dfa260374f6deb3bd10a84917635e


____________________________________________________________________________________________________________


Becoming literate in a foreign language: Student

teachers’ personal literacy practices.

Sonia Jerez (Universidad de Córdoba, Colombia)

[email protected]

Abstract Teachers usually have to select topics, texts, activities and resources that can support

students’ language learning. However, they seldom acknowledge the literacy

experiences students hold outside the classroom and their engagement in unofficial

worlds through internet-connected devices. Thus, this presentation reports findings

from a qualitative case study on how students are building a literacy in a foreign

language with personal literacy practices that allow them to interpret and create

meaning through texts, communicate, interact and learn, while connecting to peers

who share specialized and niche interests whether they participate in social networks,

online gaming, or specialized websites on topics of their interest. Following the New

Literacy Studies (NLS) framework (Gee, 1990, Street, 1993, Pahl & Rowsell, 2009), it

is argued that students’ literacy is more than reading and writing as two separate skills,

and instead it is related to social purposes and with getting things done in particular

times and places. Though, there is still much to learn about how and what students are

learning through their personal literacy practices and in what ways they are

contributing to their academic literacy, the initial findings highlight that students are

increasingly using online spaces to collaborate and communicate through self-directed

and interest-based literacy practices that allow them to share texts with authentic

purposes and audiences.

Biodata Mrs. Jerez is a full time professor at Universidad de Córdoba in Monteria (Colombia)

in the department of Foreign language Languages. She holds a bachelor in foreign

languages from industrial University in Santander (UIS), a Master degree in Applied

Linguistics to the teaching of English as a foreign language from University Francisco

José de Caldas University, and she is a doctor in Educational Sciences from University

of Cartagena. Her main research interests are related to the good reading and writing

practices that foreign language students have in and out of the classroom, the use of

digital texts to support language learning and teacher training, and the new literacy

practices student teachers and in-service teachers bring to their classroom. Mrs. Jerez

has also published various papers in recognized journals.


mailto:[email protected]


____________________________________________________________________________________________________________


Concurrent

Sessions


____________________________________________________________________________________________________________


New Literacies: Videogaming for learning a second language. Luis Alfonso Calderín (Universidad de Córdoba, Colombia)

Abstract

The implementation of videogames have created a significant gaming

culture among young people. The state of the art of inclusion of

videogames, specifically MMOG and MMORPG, in the Colombian

context suggests that despite the existence of many studies dealing with

ICT´s, there is little research on MMOG in our country. Besides, many

parents and teachers believe prohibition for students from playing

videogames is the most suitable solution to literacy-related problems. This

paper reports a research experience of an after-school context that adopts a

popular videogame for English language learning. Through game-play

inside the game students performed different language challenges inside

the virtual world. Observation, participants´ artifacts and interviews were

used to collect data about the literacy practices when video gaming and the

effects on learning English as a foreign language. The results show that

students engage in two categories of EFL literacy practices: literacy

practices inside the game and literacy practices beyond the game. The

conclusion can also be drawn that students learned language determined by

the engagement in multiliteracies. These results unveil the idea of using

virtual worlds and digital-story telling to fulfill the requirements of 21st

century education.



____________________________________________________________________________________________________________


The Value of Study Abroad: Mapping opportunities for yourself and others. Rigoberto Castillo (Universidad Distrital Francisco José de Caldas, Colombia)

Abstract

Information on academic exchanges is abundant, yet very disperse. The

faculty and students cannot make sense of offers without a career

development plan. Campus international offices, departments, and faculty

should not only have a policy of mobility but also join in efforts to guide

students and their families to make decisions that enhance their formation.

This presentation draws on a study and training in campus

internationalization conducted by the Institute of International Education

that concluded that “Institutions are more vital and attractive places when

they are internationalized, and these qualities strengthen their local

communities.” It also concluded that “students and faculty return to their

home countries with a more accurate, nuanced understanding of cultures

and scholarship.” In campus internationalization, orientation is needed to

mobilize institutional and personal resources. The presenter speaks of the

credentials a student, a graduate, a faculty member or a professional should

prepare to study, work, obtain a teaching position, an internship or a short

term opportunity abroad. For example, research and publications constitute

a springboard for professional development. The audience will learn about

organizations, programs, and opportunities, and more importantly, will

learn to outline a feasible long-term action plan for themselves or other

stakeholders.



____________________________________________________________________________________________________________


Safe speaking environments – What? Why? How? Yeni Jiménez (Cambridge University Press, Colombia

Abstract

Many students measure their own progress through their ability to speak in

spontaneous situations. However, within the classroom, getting students to

actively participate in speaking activities can often be a challenge due to fear

of judgement and/or lack of confidence. This presentation describes practical,

research-informed advice for teachers on how to create a judgement-free

classroom – a “safe speaking environment” - by integrating findings from

research on peer interaction and teacher feedback


____________________________________________________________________________________________________________


Experiencing EtnoEnglish through the National Suggested Curriculum

Adolfo Arrieta (Universidad de Sucre, Colombia) Diana Jaraba (Insitucion Educativa Indigena San Antonio Abad, Colombia)

Abstract

English teachers often find difficulties adapting the national curriculum

proposals to their local contexts (Leite, Fernandes, & Figueiredo, 2013;

Pierce et al 2015; Correa & Gonzalez 2016).They often assume a

reproductive stance towards the national curriculum development resulting

most of the time in irrelevant curriculum enactment and learning processes.

This workshop has as a main purpose to demonstrate how we can be

accountable as English teachers to glocal needs and it is the result of a

research carried out at Insitucion Educativa Indigena San Antonio Abad in

San Antonio del Palmitos, Sucre, Colombia. The curriculum is assumed

from a humanistic and learner centered perspective (Dewey, 1959; Slattery,

2006) and we consider knowledge as a complex intercultural process of

negotiation of meanings wherein the community cultural capital serve as a

tool to develop communicative competence and identities. In this

workshop, participants will experience how they can contextualize the

Suggested Curriculum to Zenu indigenous students’ socio-cultural needs.

Firstly, we will present the Etnoenglish pedagogical principles, then

participants will engage in developing an Etnoenglish lesson plan, after

they will have the opportunity to share their lesson plan experience and

finally they reflect on the significance of the workshop for their

professional practice.





____________________________________________________________________________________________________________


Educacion superior en Israel e interculturalidad

Beatriz Katz (Gordon College - Haifa Academic Institute, Israel)

Abstract

La presente ponencia tiene el objetivo de abordar y analizar el marco en el que

se están desarrollando los procesos de Internacionalización y la

Tecnopedagogía en el Instituto de Educación Superior Gordon College Haifa.

Para empezar, es de conocimiento de todos, que vivimos en un tiempo de

cambios constantes, acelerados y profundos y a diferencia del pasado la

circulación de ideas y personas no se circunscribe a áreas en escala de país o

región, sino que por el contrario va mucho más allá de las fronteras

geográficas. De tal manera que, el territorio y el espacio geográfico van

cediendo su importancia a nuevos mapas de la realidad, muy alejada al carácter

de nación-estado-territorio, más cercana y relacionada a un concepto de

movilidad y globalización. Así, en la definición del concepto de

Internacionalización que adoptamos e implementamos en el instituto Gordon

College, se evidencia tanto la dimensión internacional como la intercultural, a

fin de resaltar el hecho de que la internacionalización no está orientada ni

restringida sólo a los estados-nación, sino que incluye e incorpora a los

diferentes grupos étnicos-culturales de un país. La Tecnopedagogía y las

Tecnologías de la Información y Comunicación (TIC) fortalecieron la dinámica

al permitir que la globalidad llegue al mundo con un simple clic, eliminando

así las barreras espaciotemporales. La internacionalización y la

Tecnopedagogía al servicio de la educación son, por tanto, las herramientas

ideales mediante las cuales se busca preparar a los futuros profesionales para

convivir en este mundo interconectado.



____________________________________________________________________________________________________________


Implementing PBL assessed by E-portfolios to foster Oral fluency Skill in an EFL setting

Aura Melissa Galvan De la Ossa (Universidad de Cordoba, Colombia)

Abstract

The necessity of a learner- centered approach that lifts 21st century skills

and the lack of oral fluency drove the ongoing mixed method Action

Research study which intended to explore the implementation of Project-

Based Learning (PBL) assessed by Electronic-Portfolios (E-P) to foster

Oral fluency skill in an EFL setting. Two questions guide this study:

1.What changes in Oral fluency skill might take place after the

implementation of PBL assessed by E-P in EFL learners? 2.To what extent

do students develop a self-view on their progress after using PBL assessed

by E-P? The study was divided into three cycles, C1Pre-Research, C2

Research in action and C3 post research. The data collection techniques to

gather the information such as observations, field notes and audio-

recordings provided the following findings through checklist, pre-post

tests, lesson planning, longitudinal and Thematic analysis in C1 and C2

cycles (1) the input on compensation strategies enhanced oral fluidity (2)

the rate of fluency factors, in particular, Frequency of pauses, reduced

notably, False starts fluctuated and Self-correction maintained a constant

level in A1 apprentices’ speech production during the implementation of

PBL and “PET” principles. Concerning assessment, initial findings on the

use of E-P are being unfold.



____________________________________________________________________________________________________________


The Use of a Genre-Based Approach to Promote Writing Skills Through Instructional Texts in a Colombian 11th EFL Classroom Julián Hernández Contreras (Universidad de Sucre, Colombia)

Abstract

This presentation seeks to describe the impact that a research study on

teaching instructional texts from a Systemic Functional Genre-Based

Approach perspective had on 11th EFL students’ writing skills. This

perspective focused on texts as the main unit to convey meaning and

increase the linguistic awareness of the students measuring the evolution of

their meaning-making potential through a tool based on communication

(Herazo, 2012; Swales, 1999). As an action-case study, the intervention

was partially achieved through the use of an online video game called

“Papa’s Pizzeria” that has a context based on daily life issues, as it is

buying a pizza, and that follows a pattern in telling players what to do and

how to do it. First of all, I will present the setting where these goals were

attempted to be reached. Then, an explanation of the framework that

supports my research based on GBA concerning the comprehension and

the production of texts in English will be given. Finally, based on the video

game and some pedagogical principles (Rothery & Stenglin, 1999; Martin

& Rose, 2012), I will show my intervention plan along with the obtained

results in which the different features of instructional texts were also

shaped.



____________________________________________________________________________________________________________


Construction de l'identité professionnelle: « enseignant-chercheur » chez les étudiants de la Licence en Langues Étrangères de l’Université de Pamplona: une étude narrative. Iván Darío Vargas (Universidad de Pamplona, Colombia)

Abstract

La recherche sur la construction identitaire des futurs formateurs en

langues revêt une grande importance car elle permet aux programmes de

Licence d’améliorer leurs processus académiques, formatifs, réflexifs et de

recherche contenus dans leur Mission et leur Vision. En effet, le cadre

normatif du Conseil National d’Accréditation (CNA, 2013) invite aux

programmes académiques colombiens à réfléchir autour de la Mission et de

la Vision formulées dans le Projet Éducatif Institutionnel (PEI) et le Projet

Éducatif du Programme (PEP) par rapport à l’articulation et à la cohérence

entre le curriculum et le profil professionnel des futurs diplômés.

Faire une recherche sur la construction identitaire du futur diplômé en

langues en tant que « enseignant-chercheur » s’avère important, car elle

permet de réfléchir à l’efficacité des processus d’enseignement, au rôle de

la recherche formative et aux dispositifs mis en place pour atteindre cet

objectif promulgué par ce programme de formation initiale.

Dès une perspective de la recherche narrative (Chase, 2015), cette étude a

pour but comprendre et décrire la construction identitaire que les futurs

formateurs en langues ont élaborées autour de l’identité « enseignant-

chercheur » à travers de douze récits de vie recueillis à travers le journal de

bord de 4 participants.



____________________________________________________________________________________________________________


L’étude d’inclusion: une façon de renforcer la compétence sociolinguistique chez les étudiants de FLE niveau B1 Heiner José Torres Álvarez (Universidad de Pamplona, Colombia) Ysmay Elisa Jaimes Jaimes (Universidad de Pamplona, Colombia)

Abstract

L’inclusion est un sujet qui a suscité beaucoup de controverses á l’intérieur

des sociétés existantes. Actuellement, il existe des populations dites

vulnérables qui souffrent des menaces tous les jours à cause de problèmes

au niveau cognitif, physique, religieux ou intellectuel. En ce qui concerne

les contextes de formation professionnelle, le manque d'information et de

formation chez les futurs diplômés en termes d'inclusion font preuve des

faiblesses que possèdent les systèmes éducatifs.

À cette fin, on a croisé certains éclairages théoriques par rapport à

l’inclusion sociale (Centre for Economic and Social Inclusion, 2002), le

concept de compétence sociolinguistique (Conseil de l’Europe, 2001, p.18,

93), et la perception d’inclusion éducative (UNESCO, 2005).

Cette recherche action mené dans une licence en langues étrangères d’une

Université publique en Colombie a pour objectif principal l'implémentation

des ateliers de renforcement vers les théories de l'inclusion pour améliorer

la compétence sociolinguistique des étudiants de FLE niveau B1. Pour

rendre compte des résultats de cette étude, les instruments de collecte de

donnée utilisée ont été deux entretiens semi-directifs, un journal de bord, et

trois ateliers pédagogiques.




____________________________________________________________________________________________________________


Un regard sur l'altérité en classe de français langue étrangère Laura Marcela Torres Álvarez (Universidad de Pamplona, Colombia)

Abstract

Les méthodologies et les perspectives utilisées au cours des dernières

décennies pour l’enseignement des langues impliquent la préparation de

l’étudiant aux échanges en langue étrangère. Subséquemment, il est

nécessaire de l’aider à développer non seulement une compétence

communicative en langue cible, mais à avoir un regard critique devant son

interlocuteur et à jouer le rôle de médiateur culturel. Dans le cas particulier

d’une licence en langues étrangères en Colombie, on a identifié un travail

culturel axé sur la comparaison de faits sociaux et des séances limitées en

durée qui ne laissent pas analyser les réactions des étudiants face aux

réalités de l’Autre (Torres, 2018). La présente recherche action a suivi un

processus d’observation, d’implémentation et d’évaluation à l’heure de

créer un espace de formation permettant la mise en œuvre de l'approche

méthodologique proposée par Beacco (2018) pour le travail de l’altérité en

classe de langue. De cette façon, 10 rencontres pédagogiques ont été

organisées avec un groupe d’étudiants de FLE, niveau B1. Des entretiens,

un journal de bord et une analyse de documents ont aidé à recueillir les

données. L’analyse interprétative (Hatch, 2002) a permis d’étaler qu’il est

possible de contribuer au développement des compétences analytiques

chez les apprenants.



____________________________________________________________________________________________________________


Perceptions des stagiaires par rapport à l’enseignement de la grammaire dans un cours de FLE : une étude phénoménologique.

Viana Pesca (Universidad de Pamplona, Colombia)

Abstract

La Licence en Langues de l’Université de Pamplona compte avec un

dispositif favorisant la mise en place des stages professionnels des futurs

enseignants. Ceci est appelé Espaces de Pratique et vise à accompagner la

formation pédagogique des étudiants. De même, il est un moyen pour que

les étudiants aient un premier rapprochement à l’enseignement du français

à travers le cours de Didactique. Cette étude analyse les perceptions que les

stagiaires ont par rapport au traitement de la grammaire en cours de FLE

d’après leur expérience pédagogique et leurs connaissances préalable. Le

cadre théorique aborde quelques notions par rapport à l’enseignement de la

grammaire (Cuq, 2003), (Tanriverdieva, 2002), l’approche communicative

et le concept de notion grammaticale, (Besse, 1991). Quatre participants

ont été choisis à travers un échantillonnage aléatoire. De même,

l’observation non-participative et l’entretien directif ont été les instruments

utilisés. On utilise l’analyse interprétative (Patton, 2002) à travers des

critères de validation tels que la réflexion de l’expérience des participants,

la relevance et la véracité de leurs apports. Les résultats révèlent la place

donnée à la grammaire, la perspective adoptée par les stagiaires, son rôle

lors de l’interaction et les représentations des stagiaires par rapport au

traitement de la grammaire.



____________________________________________________________________________________________________________


Peace construction in ELT: Throughout the field metamorphosis

Yeraldine Aldana (Doctorado Interinstitucional en Educación-Universidad Distrital Francisco Jose de Caldas, Colombia)

Abstract

Some people may consider innovations in ELT as encompassing

instrumental proposals where language as a structure or a communication

means plays the major role. This study attempts to go beyond that

instrumentalization of the Applied Linguistics to the teaching of English

field in Colombia. The research question was: What transformations does

the Applied Linguistics field experience through English teachers’

proposals in pedagogical innovations towards peace construction in ELT?

Theoretical concepts, including Critical Applied Linguistics (CAL), peace

construction and teachers’ subjectivities inform this study. Methodological

decisions embrace the Qualitative approach as an interpretive one to tackle

reality from less normative frames. Data collection methods involved semi-

structured interviews with 4 participants as language teachers who

proposed peace construction differently. I applied document revision as a

data collection strategy, considering formal and informal texts. Grounded

data analysis and certain principles of CDA guided interpretations of data.

Preliminary findings suggest that the AL field may experience some

transformations based on an interdisciplinary liaison between ELT and

peace construction in its multiple versions. To explain these

transformations, the grounded metaphor on “butterfly metamorphosis” is

employed. Teachers’ proposals reflect epistemological and ontological

transitions in AL that challenge instrumental interests to teach and research

in this field.



____________________________________________________________________________________________________________


Teachers’ professional development and professional learning communities to teach English at a primary school.

Alex Diaz (Universidad de Córdoba, Colombia)

Abstract

The purpose of this paper is to present a research proposal which aims to

assess the impact of professional development practices and learning

experiences on teachers’ knowledge for changing classroom practices at

San José Del Pantano School. Guided by a case study, this research

implements multiple sources of data collection, including interviews and

observations. The study may offer insights about nurturing language

teacher professional learning communitites (PLCs) and overcoming

contradictions during their participation in PLCs. This study focuses on the

shifts of identity, thinking and practice that occurs on in-service teachers’

to examine how the repositioning of mentor teachers as fellow teacher

educators allows for understanding and representing their role. The review

of literature suggests that partnerships within PLCs can enhance learning

opportunities for all participants when commitments are made to creating

collaborative and dialogical spaces to support new approaches to teacher

education.



____________________________________________________________________________________________________________


Content Based Instruction: a Tool for Communication in Beginners Yudis Contreras Martínez (Universidad de Cartagena, Colombia)

Abstract

This paper aims to analyze how Content Based Instruction Approach

(Richards and Rogers 2001)1 facilitates foreign language acquisition in

beginners. It arose as a critical analysis that, first, examined students´

appropriation of new vocabulary coming from academic fields2 and,

second, revised the incorporation of these new lexica in both: academic

language activities and those related to daily life. This interest came from a

bias concept: it was absolutely necessary to establish first strong language

basis before using content as a mean of communication3. The ultimate goal

was to observe, in three terms during a semester, how much was

spontaneous language used while having theme based as a framework, and

how high the communicative competence was4. The evolution of this

process was seen via a comparing and contrasting methodology that

evaluated activities per term, applied in 15 first semester students from the

Foreign Language program at Universidad de Cartagena5.

Key Words: content based instruction, communication, spontaneous

language, foreign languages.

1 Richards and Rogers (2001). Approaches and Methods in Language Teaching (2

nd edition). Cambridge:

Cambridge University Press. 2 Based on theme based textbooks used in classes: Burgmeier, A., & Lange, R. (2014). Inside writing 1: the

academic word list in context. New York: Oxford University Press. 3 Dupuy Beatriz (2000) “ Content-Based Instruction:Can it Help Ease the Transition

from Beginning to Advanced Foreign Language Classes?”. Foreign Language Annals. Vol. 33, No. 2. 4Role plays, exams, presentations, mocks of international exams, interviews, etc.

5 My credits for the class FP72102 - INGLES I, semester 2019-I, from where I took some samples at random

and without mentioning any particular name, to illustrate the follow up process or this research.



____________________________________________________________________________________________________________


Exploring R2L adaptations for EFL students’ oral production Tatiana Becerra Posada (Universidad de Córdoba, Colombia) Paula Garcia Montes (Universidad de Córdoba, Colombia) Juliana Pastrana (Unicordoba, Colombia)

Abstract

Reading to Learn (R2L) is a literacy development model derived from

genre-based pedagogy. R2L follows a set of strategies for enabling learners

to read and write successfully at grade level in the curricular areas. It has

been used in different countries for the development of literacy skills in

students’ first language and second language in different countries around

the world. However, very few studies have reported the use of R2L to

instruct learners in the development of oral skills in a foreign language.

This presentation reports on the results of an action-research study that

explored the adaptations an English teacher made in order to enable a

group of eighth-graders to understand and produce oral biographical

recounts in L2-English. Particularly, the study adapted the stages of the

R2L cycle for the comprehension and production of oral texts. Participants

in the study were a male English teacher and a group of eighth-grade

students from a secondary state school in Colombia whose results in

national standardized tests had been low, particularly in L2-English.

Analysis of observations, interviews, and production tasks, showed that

R2L successfully helped students to independently produce oral

biographical recounts, increasing consistency in the structure of students’

texts.





____________________________________________________________________________________________________________


Developing academic literacy in a language teaching BA program

Maria Del Rocio Dominguez Gaona (Universidad Autónoma de Baja California, Mexico) Jitka Crhová (Universidad Autónoma de Baja California, Mexico) Myriam Romero Monteverde (Universidad Autónoma de Baja California, Mexico)

Abstract

This paper presents the findings of a research project aimed at analyzing

pre-service language teachers’ development of English academic literacy at

a BA in language teaching at a Mexican university. Second language

literacy is a key issue in language teaching education programs;

particularly when this is the language students will teach and still needs

improvement. Researchers focused their attention on aspects of the

student´s academic literacy development that allowed them to reflect on

what, who, how and why students read and write during the program as

they gain pedagogical skills. They used a qualitative approach to conduct

this small-scale study. Participants were 14 senior students of a BA in

language teaching. A narrative frame was used to gather data. Narratives

were categorized using the content analysis technique, which allowed the

interpretation and report of results. In general terms, it was found that

students in this educational program understand the reasons why they are

asked to read and write and perceive the value of these skills in the

development of their profession at present and in the future. This is an

evidence of a possible success of the strategies used to improve the

students’ second language literacy development in this program.





____________________________________________________________________________________________________________


Flipping the french language clases Gabriella Pugliese (Universidad de Córdoba, Colombia) Danilsa Lorduy (Universidad de Cordoba, Colombia)

Abstract

The use of technology is paramount in any learning process as part of an

evolved education that struggles with traditional classroom models.

Flipped learning is a pedagogical tool which allows learning to be

individualized and let group interactions to be more productive in

classroom spaces. There is a perceived need to optimize class time to

develop thinking skills and autonomy as part of the tertiary level

objectives. At Universidad de Cordoba language program, French language

class is an optional subject with two classes per week, which is not

sufficient to cope with its linguistics goals and thinking abilities

development (Bloom’s taxonomy). This presentation shows an on-going

research study aiming at using flipped learning approach in French classes

to help teachers and learners to achieve language course objectives and to

develop LOTs (Low order thinking abilities) and HOTs (High order

thinking abilities) as well. This qualitative action research may

demonstrate that flipped learning is an alternative approach to work on

potentiating time, building autonomy, promoting self –study and students’

independent learning. Moreover this project results will be the starting

point to apply this pedagogical approach to other languages, English, and

other content areas as well.




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Peaceful Coexistence: The Impact of Bilingualism for Peace Project Liliana Beatriz Valle Zapata (Universidad de Córdoba, Colombia) Martha Paz Wechek (Universidad de Córdoba, Colombia) Yurisan Tordecilla (Universidad de Córdoba, Colombia)

Abstract

The Department of Córdoba has been an impoverished and violence-

wracked region in Colombia due to the influence of armed groups

operating outside the law, resulting in forced displacement, and little or no

access of low-income students from public primary schools to quality

education, especially in foreign languages. The University of Córdoba

through its Foreign Languages Licentiate Program proposed the outreach

project "Bilingualism for Peace". This project promotes educational equity

and peace through the development of English communicative competence

in children in vulnerable conditions in Monteria, Córdoba. This

presentation describes preliminary findings of an on-going exploratory-

descriptive research study which main purpose is to determine the impact

of the Bilingualism For Peace Outreach Project on the development of

peaceful coexistence of students in their schools and family contexts. To

collect the data one of the three schools where the project is being carried

out was chosen and a sample of 20% of the population (30 children and

their parents) were selected at random. Initial results showed

improvements on the students’ English level and changes on their life

attitudes, not only at schools, but also at their near contexts, with a high

component of family satisfaction and good behavior.





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Promoting oral interaction skills trhough some cooperative learning activities Leiry Murillo (Universidad de Córdoba- Universidad del Sinú, Colombia)

Abstract

Interacting in a foreign language like English has become a concern in

language learners. Our main interest was to find out some activities that

fulfilled the need to contribute in the improvement of oral interaction with

more confidence in learners. To carry out this qualitative research,

Cooperative Learning Activities such as debates opened-questions, filling-

gap(survey), find the differences and reflection of narrative videos, were

implemented to promote oral interaction. After analyzing the data gathered

we concluded that oral interaction skills can be promoted through adequate

activities in the classroom. Firstly, adequacy should be ensured, in terms of

the amount of support that learners require for successful activity

accomplishment. A second issue is the communicative and cognitive

demands made by the activities; there was observed that difficulties

increased as learners passed from descriptive to narrative routines. Thus,

teacher support was necessary. A third issue, regards towards with using

cooperative learning, students worked together and supported each other to

improve their learning and complete the tasks. Moreover, cooperative

learning helped students to develop social skills, interpersonal relationship

and self-confidence. The findings support the view that skill-getting can

happen simultaneously, and some cooperative learning activities benefit

the current interaction and the overall learning process.



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Educación Bilingüe: ¿Cómo calibrar la brújula? Zuleima Ahumada (Cambridge University Press, Colombia)

Abstract

Esta charla taller es una sesión de desarrollo profesional para directivos y

administradores de procesos de enseñanza del inglés. Se enfoca en

responder dos preguntas principales: ¿Cómo se estructura un programa de

educación bilingüe? ¿Qué factores deben considerarse durante el desarrollo

de un programa de educación bilingüe?



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Internacionalización y Tecnopedagogía en la Educación Superior

Beatriz Katz (Instituto de Edcuación Superior Gordon, Israel)

Abstract

La presente ponencia tiene el objetivo de abordar y analizar el marco en el

que se están desarrollando los procesos de Internacionalización y la

Tecnopedagogía en el Instituto de Educación Superior Gordon College

Haifa. Para empezar, es de conocimiento de todos, que vivimos en un

tiempo de cambios constantes, acelerados y profundos y a diferencia del

pasado la circulación de ideas y personas no se circunscribe a áreas en

escala de país o región, sino que por el contrario va mucho más allá de las

fronteras geográficas. De tal manera que, el territorio y el espacio

geográfico van cediendo su importancia a nuevos mapas de la realidad,

muy alejada al carácter de nación-estado-territorio, más cercana y

relacionada a un concepto de movilidad y globalización. Así, en la

definición del concepto de Internacionalización que adoptamos e

implementamos en el instituto Gordon College, se evidencia tanto la

dimensión internacional como la intercultural, a fin de resaltar el hecho de

que la internacionalización no está orientada ni restringida sólo a los

estados-nación, sino que incluye e incorpora a los diferentes grupos

étnicos-culturales de un país. La Tecnopedagogía y las Tecnologías de la

Información y Comunicación (TIC) fortalecieron la dinámica al permitir

que la globalidad llegue al mundo con un simple clic, eliminando así las

barreras espaciotemporales. La internacionalización y la Tecnopedagogía

al servicio de la educación son, por tanto, las herramientas ideales

mediante las cuales se busca preparar a los futuros profesionales para

convivir en este mundo interconectado.



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Importance of Inter-cultural and Multicultural Perspectives in Designing Educational Programs for Teaching and Learning of Languages Rhonda Berger Sofer (Gordon Academic College of Education, Israel)

Abstract

Teaching and Learning Languages requires more than just teaching

grammar, syntax and vocabulary. The importance of the cultural context of

language and mediating language teaching and learning and culture has

been the topic of many studies and research since the 1980’s (Valdea and

Swan 1986, Buttjes and Byram 1991, Byram, Gribkova and Starkey 2002

and Hinkel 2011). This presentation discusses the dynamics and

importance of integrating inter-cultural and multicultural perspective in

designing educational programs in general, especially those related to the

teaching and learning of languages. Designing educational programs

however is just the first phase necessary for teaching and learning

innovative curriculum. There are processes involved in implementing the

innovative curriculum successfully which also require multicultural and

inter-cultural competencies. These processes will be presented through

analyzing case-studies of European Commission Curriculum Reform

Capacity Building Programs that successfully integrated inter-cultural and

multicultural perspectives in several disciplines, including language

teaching and learning.



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Fostering students’ out-of-class learning through a game-based approach using technological devices Ligia Martinez (CECAR, Colombia)

Abstract

The following study emerges because of the need to enhance English

language learning of students at Corporación Universitaria Del Caribe-

Cecar. To foster students’ learning it was taken into account the use of

technological devices in order to apply an active methodology called Game

Based Learning (GBL) to motivate students to learn and teach with it. The

population that was part of this study was eight students from early

childhood pedagogy degree in Sincelejo, Sucre. This is a qualitative study

to explore, discover and determine the students’ process through direct

observations and interviews to face this problem in the real context. One of

the findings of this research project was that students were able to improve

their speaking level through using the significant strategy. To conclude, it

is essential to mention that integrating this type of methodology, the

change was not just perceived from the students but also for their students’

learners in their pedagogical practicum.



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Are pre-service teachers ready to become in-service EFL tutors? Possibilities of sociocognitive alignment in EFL tutoring practices.

Alix Johana Arrubla Buitrago (Universidad de Antioquia, Colombia) Cristian David Londoño Arroyave (Universidad de Antioquia, Colombia) Jose Pablo Pareja Díaz (Universidad de Antioquia, Colombia)

Abstract

Tutoring has become a language teaching-learning practice of interest

among researchers and pedagogues in language education. In the ESL/EFL

fields, socio-psycholinguistic and sociocultural theories have foregrounded

tutoring practices for the development of linguistic competence and

language skills. Moreover, tutoring practices in language education

contexts have been traced in cooperative and interactional events such as

peer tutoring sessions, expert-learner relationships, and tutor-tutee lessons.

However, little knowledge exists on the effects that tutoring practices held

between non-native pre-service teachers and EFL students have on English

learning. This ongoing qualitative study examines traces of sociocognitive

alignment during EFL tutoring lessons for the learner’s fluency

improvement by means of a multimodal interaction analysis model,

following theories by Dwight Atkinson (2011) and Charles Goodwin

(2000). Data yields from video recordings of three tutoring sessions held

between one novice tutor (pre-service teacher) and one EFL university

student (English level 1). Preliminary findings show that some semiotic

resources and affordances in tutor-tutee conversations, variations in tutor-

tutee roles/relationships, and the learning environment have seemingly

positive effects on the tutee’s fluency. Implications for language teaching

are under construction with regard to the pre-service teachers’ readiness to

become EFL tutors at university level from a sociocognitive approach to

ELT.





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Literacy development with Jolly Phonics: Report of a Small-Scale Action Research Study Leidy Marcela Valbuena García (Universidad Distrital Francisco José de Caldas, Colombia) Nicolas Rocha Bernal (Universidad Distrital Francisco José de Caldas, Colombia)

Abstract

Children acquiring reading and writing in the first or in another language

struggle with memorization methods for spelling, phonetics, and

phonology. This presentation reports a small scale study with Jolly Phonics

which is a fun and child-centred approach to teaching literacy through

synthetic phonics. With steps for each of the 42 letter sounds presentation,

the multi-sensory approach motivates children and teachers, who can see

their achievement. A class of 15 boys and girls between the ages of 7-9

years old at a school in Bogotá learned a set of sounds in combination

rather than the names of the letters. With qualitative action research,

preliminary results indicate that participants enhanced the pronunciation

and discriminated the meaning of the sound-letter combinations of

expressions as cat, cop, can, bin, bat. The audience will be involved in

identifying expressions in English given in synthetic phonetics. They will

share how they tackle reading at early ages and discuss the potential of

Jolly Phonics in their contexts.




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Implementation of Projects Based Learning methodologies including cross curricular components for English Language Teaching in Secondary Level Helmuth Torres Hernández (BOSQUES DE LEON SCHOOL, Colombia)

Abstract

This report presents the results of a research process aimed to determine

the perception of students from a private school about the inclusion of

Projects Based Learning elements to the regular English Language classes.

Despite the fact of being well directed and showing results, English classes

needed variations to make the language acquisition process more attractive

to students. The concepts of Projects Based Learning from Lipova, Knoll

and Kilpatrick were used as theoretical references together with the

experiences of Bas and Beyhan to determine the results obtained by

applying PBL methodologies in the development of multiple intelligences.

Furthermore, the theories of Psaltou-Joycey and Catapano in terms of

Cross-curricular approaches were analyzed. The process was carried out

through a cross sectional study. A random sample of Secondary Level

students at Bosques de León School in Sincelejo - Sucre was selected to

collect data through a LIKERT type survey composed by ten questions.

Results showed a positive impact of the application of PBL strategies,

inviting this way the school English team to continue implementing actions

and methods pointing to work through projects, extending the strategy to

Primary and 6th and 7th grades in Secondary.



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Analysis of the classroom context to foster integrated skills in EFL through Task-Based Language Teaching in seventh grade at Integrado Juan Atalaya School Cindy Lizeth Niño Parada (Universidad Santo Tomás, Colombia)

Abstract

The Integrado Juan Atalaya School has undertaken the challenge of

implementing the Suggested curriculum by the MEN, considering the

important role that the context plays in its construction and the need of

strenthtening the English teaching practice. Hence, the purpose of this

research project is framed in the analysis of the classroom context to foster

the integrated skills in EFL through task-based language teaching in

seventh grade. For its achievement, the action research has been set as the

methodological design. Bearing in mind that this is an ongoing research,

some of the preliminary findings have shown that most of the students

don’t have the English level required due to the lack of contact with the

language outside the classroom and the use of grammar-centered strategies.

Moreover, some update workshops were conducted with the participant

where it was identified as major struggle the missconception about the

futility of new methodologies and how they make the teaching process

complex. However, through these workshops, it has been also possible to

rethink a new curriculum starting from its pedagogical basis and a planning

and implementation process focused on the development of contents

through tasks including the use of language skills in the immediate context.



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Metacognitive teaching for the development of reading comprehension in a foreign language

Milton Pajaro (Universidad de Córdoba, Colombia)

Abstract

This research project analyses the premises of using metacognitive

teaching in order to promote the development of reading comprehension in

English as a foreign Language in a group of high school students at a

public school in Montería, Colombia. An action research methodology is

being carried out in this study. The first step in this process is to gather

some preliminary data related to the main issue of this research. This

process is being carried out with both teachers and students through semi-

structured interviews, discussion groups, questionnaires and a journal. The

following step will be the collaborative design and implementation of a

proposal oriented to promote the development reading comprehension in

English as a foreign language. After that, the researcher will collect and

analyze data in order to reflect and adjust the proposal repeating this

cyclical process to understand better each cycle point and improve the

actions that will be implemented.



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Understanding how pre-service teachers’ pre-conceived beliefs influence their first teaching experience

Jesús Ortega (Universidad de Pamplona, Colombia)

Sandra Ramírez (Universidad de Pamplona, Colombia)

Abstract

This presentation will report on a case study aimed at understanding

whether pre-service teachers’ pre-conceived beliefs influence their first

teaching experience. This study took place in the Bachelor of Arts in

Foreign Languages English-French program in a public university in

Colombia, and involved three fifth-year pre-service teachers. Two research

questions guided this study: Do pre-service teachers hold pre-conceived

beliefs regarding a foreign language, if so, which ones? How do pre-

conceived beliefs influence the eighth semester student’s first teaching

experience? Data was gathered over four-months through a questionnaire,

six classroom observations, three semi-structured interviews and field

notes. Bearing in mind that this is a case study, data was analyzed

qualitatively in the light of the research questions, using MAXQDA and

Hatch’s (2002) interpretive analysis. In this presentation we will report the

findings, including some key issues to consider about the beliefs pre-

service teachers hold before starting their practicum and how these beliefs

are essential in their teaching careers.




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A social- pedagogical strategy “Educating my emotions” to prevent and decrease Bullying in secondary school Liliana Agamez (Universidad de Córdoba, Colombia)

Abstract

The purpose of this study was to analyze the incidence of the application of

the social pedagogical strategy in the prevention and reduction of bullying

in 8th grade students of the Marceliano Polo Educational Institution of the

municipality of Cereté - Córdoba. A social strategy "Educating my

emotions" in the prevention and reduction of bullying was implemented.

The study is of qualitative approach and is framed within the case study

design with a sample of 36 eighth grade students and 2 teachers. The

instruments were the survey form, the interview form and the field diary.

Likert scale analysis and content analysis with cognitive maps were

performed. The results obtained were able to establish the characterization

of the students against bullying which was in a high percentage in the

Verbal and Social dimensions, in terms of the teachers' perception it was

shown that they know about the problem of bullying but do not use

prevention strategies. Finally, the application of emotional intelligence

workshops allowed to improve the behavior and coexistence in students, as

well as better face everyday and non-everyday situations.



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Bilingualism for peace: A social project in Monteria – Colombia Danilsa Lorduy Arellano (Universidad de cordoba, Colombia) Delia Rosa Gonzalez Lara (Universidad de cordoba, Colombia)

Abstract

“Bilingualism for peace” is a social project based on the need to expand

English language learning among young learners from low income levels,

mostly from public schools, who cannot afford to pay a course at the

Universidad de Cordoba Language Center. This presentation shows

preliminary results of an on-going exploratory research study about the

impact of a project about the development of the English communicative

competence in children from 7 to 12 years old. The purpose was to

contribute to the bilingualism goals established by the National Ministry of

Education- B2 at the end of secondary level. The language program from

Universidad de Cordoba committed with the social development and the

promotion of equity and peace in regional contexts, implemented as a

piloting project the same methodology used in the English courses from the

language center, with pre-service teachers assisted with their mentors.

Three public schools were selected and 500 learners from 13 different

schools participated from the study. These students from vulnerable

conditions would have the chance to learn English in a different way and

learning environment improving their communicative competence in the

foreign language




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Language Assessment: an incipient interest of Colombian scholars Sonia Patricia Hernández-Ocampo (Universidad de los Andes, Colombia)

Abstract

The democratization of assessment (Shohamy, 1998, 2001) exemplifies

well how language testing and assessment involve social justice. This is

because it entails the active agency of teachers in the development of

sound assessments in their classroom, which is completely dependent on

context. In Colombia, language assessment (LA) has not been given all the

attention it deserves. This presentation gives account of my review of the

literature to set the stone for my doctoral research. I searched for

publications regarding language teacher education and LA in six well-

known Colombian journals during the last 10 years. Findings show that

when scholars report their research on language teacher education in

Colombia, the focus is the pre-service teacher practicum, the role of

research in such programs, pre-service teachers' beliefs (about issues other

than assessment), or competencies of teachers. The educational community

does not consider LA when establishing the competencies an English

language teacher in Colombia should have (Cortés Cárdenas, Cárdenas

Beltrán, & Nieto Cruz, 2013). In addition, I have found that still very few

of the accredited language teaching programs have a course on evaluation

or assessment in their curricula.



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Fostering interculturality through CBI. James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad Tecnologica de Bolivar, Colombia)

Abstract

The aim of this paper is to outline the intercultural learning strategies with

critical and creative thinking and written communication and flexibility

through CBI (Stephens 2009; Zhao & Coombs, 2011) on the part of the

lecturer to teach a course in English to both native and non-native English

speakers. These strategies have been implemented from 2013-2019 and

UTB students have shown their confidence´s increased when traveling

overseas to study, the incoming student's integration easier. From the same

period, both incoming/outgoing students' mobility has also been analyzed.

A bibliometric analysis of interculturality studies is presented as well as the

result of a survey conducted between a representative sample of national &

international students is presented and analyzed.

This International Marketing, Logistics and Supply Chain course in the

USA, Panamá and Cartagena, is co-offered by one university from USA

and one from Colombia. This international course is conducted in English

using CBI by professors from USA, Turkey and Taiwan which fosters

global and culturally diverse students.





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Pourquoi enverser la classe en FLE Gabriela Pugliese (Universidad de Córdoba, Colombia) Danilza Lorduy (Universidad de Córdoba, Colombia)

Abstract

L'utilisation de la technologie est primordiale dans tout processus

d'apprentissage en tant qu'élément d'une éducation évoluée qui lutte avec

les modèles de classe traditionnels. L'apprentissage inversé est un outil

pédagogique qui permet un apprentissage individuel et au même temps des

interactions de groupe plus productives dans les salles de classe. Il existe

un besoin perçu d'optimiser le temps passé en classe afin de développer les

capacités de réflexion et l'autonomie dans le cadre des objectifs du niveau

tertiaire. Au programme linguistique de l’Université de Cordoba, les cours

de français sont une matière facultative avec deux heures par semaine, ce

qui n’est pas suffisant pour atteindre les objectifs linguistiques des

étudiants et développer leurs capacités de réflexion (taxonomie de Bloom).

Cette présentation présente une étude de recherche-action visant à utiliser

une approche d'apprentissage inversée dans les cours de français pour aider

les enseignants et les apprenants à atteindre les objectifs linguistiques du

cours et pour développer les LOT (habilités cognitives d’ordre inférieur) et

les HOT (habilités cognitives d’ordre supérieur). Cette recherche-action

qualitative peut démontrer que l’apprentissage inversé est une approche

alternative pour travailler sur la potentialisation du temps, la construction

de l’autonomie, la promotion de l’apprentissage hybride et l’apprentissage

autonome des étudiants. De plus, les résultats de ce projet seront le point de

départ pour appliquer cette approche pédagogique à d'autres langues, à

l'anglais et à d'autres domaines.




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Le développement de la compétence interculturelle en cours de FLE - Francais Langue Étrangère Emily María Garcés Navarro (Universidad de Sucre, Colombia)

Abstract

Cette proposition a eu comme but d’immerger aux élèves à une perspective

interculturelle de découverte entre La Colombie et La France. D’après

Marandon (2003) il affirme que la négociation entre les langues

d’apprentissage au milieu scolaire est indispensable pour diminuer les

barrières de la différence entre les individus. Aussi, pour Abdallah-

Pretceille (1999), le fait de parler plusieurs langues, nous donne la

possibilité de devenir des médiateurs culturels, fonction essentielle en

faisant attention qu’on parle de futurs professeurs de langues ; si on

apprend plusieurs langues, on pourra améliorer la performance de chacune

et mieux comprendre les diverses démarches culturelles. On a développé

des activités de comparaison entre la culture française et la colombienne,

parmi la méthode qualitative des aspects tel que : le système éducatif, le

repas, la vie quotidienne, les loisirs, etc. ; où les élèves ont mieux appris

sur leur culture d’origine en découvrant la nouvelle. Les élèves ont

amélioré leurs compétences en FLE, parmi cette perspective. Il faut

questionner les politiques linguistiques colombiennes et donner une place

pas simplement au français, pourquoi pas aux langues indigènes, tziganes

et afro ainsi que des cours de culturels des celles-ci, c’est-à-dire,

décoloniser l’idée de l’apprentissage des langues.



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Understanding Group Interaction and speaking skills among English basic users Ximena Contreras (Universidad de Pamplona, Colombia) Karen Michell Villamizar (Universidad de Pamplona, Colombia)

Abstract

Learning a language requires interacting with others in order to exchange

information, ideas, and thoughts. This presentation reports a case study

aimed at understanding how the A1-English course, at a public university

in Colombia, facilitates part-takers speaking skills through group

interaction. Data was collected through six non-participant observations

and four semi-structured interviews; and organized with MAXQDA. These

instruments provided enough information on the participants’ perspectives

about the different types of interaction among teacher and students that

helped answer three research questions: What type of student-student

interaction and student-teacher interaction take place in an A1-English

course? what is the influence of communicative classroom interaction in

the development of A1-English learners’ language skills? And what role

does mediation play in A1-English learners? we will report the findings,

including the type of interactions that are given in a foreign language

second semester English course; and the importance of mediation among

A1- level learners of English.




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The Value of Study Abroad: Mapping opportunities for yourself and others Rigoberto Castillo Ph.D (Universidad Distrital Francisco José de Caldas, Colombia)

Abstract

Information on academic exchanges is abundant, yet very disperse. The

faculty and students cannot make sense of offers without a career

development plan. Campus international offices, departments, and faculty

should not only have a policy of mobility but also join in efforts to guide

students and their families to make decisions that enhance their formation.

This presentation draws on a study and training in campus

internationalization conducted by the Institute of International Education

that concluded that “Institutions are more vital and attractive places when

they are internationalized, and these qualities strengthen their local

communities.” It also concluded that “students and faculty return to their

home countries with a more accurate, nuanced understanding of cultures

and scholarship.” In campus internationalization, orientation is needed to

mobilize institutional and personal resources. The presenter speaks of the

credentials a student, a graduate, a faculty member or a professional should

prepare to study, work, obtain a teaching position, an internship or a short

term opportunity abroad. For example, research and publications constitute

a springboard for professional development. The audience will learn about

organizations, programs, and opportunities, and more importantly, will

learn to outline a feasible long-term action plan for themselves or other

stakeholders.



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The Human Factor to Profitability: Building a People-Centered culture for Long-term Success Jeanette Black (University of Wisconsin Stout, United States)

Abstract

A key leadership imperative for organizations is driving organizational

profitability. In this session, we invite participants to engage in dialogue

about The Human Factor to Profitability: Building a people-centered

culture for long-term success, authored by the facilitator, Dr. Jeanette

Black. This presentation will describe the careful process and components

necessary to create a people-centered culture – a culture that is the

principal driver for increased profitability and long-term sustainability for

organizations. The focus of this session is to showcase the evidence-based

research using phenomenology of a people-centered approach and the

impact on organizational profitability and productivity while engaging

participants in discussion about the topic and implications for decision

making for leaders, managers, and supervisors.



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Team-Teaching Experiences from an Adjunct Course an International Business James Pérez-Morón (Universidad Tecnologica de Bolivar, Colombia) Veronica Tordecilla-Acevedo (Universidad Tecnologica de Bolivar, Colombia) Lina Marrugo-Salas (Universidad Tecnologica de Bolivar, Colombia)

Abstract

This paper illustrates team-teaching experiences between one international

expert and one assistant professor from our faculty, as part of an adjunct

course implemented for the undergraduate degree in International Business

at Technological University of Bolivar (Colombia). The main purposes of

this cooperative project are that students develop some cognitive and

metacognitive learning strategies, gain mastery of technical English

language, the subject learned and as an internationalization at home

strategy. The general plan consisted of the following steps: exposure to the

selected topic, economic indicators (presented by the international expert

in L2), and through team-teaching with use of L2 including a final oral and

written examination for the students. This paper also describes the author´s

experiences in planning and giving the course on English for Accounting

and Finance using the techniques of CBI and student-centered learning.

The results showed more motivated and more proficient users, both in

English and the content taught.





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Exploring Teaching-Learning Processes in Two Undergraduate EFL Mandatory Courses

Estefanía Durán Ordóñez (University of Pamplona, Colombia) Katherin García Rey (University of Pamplona, Colombia)

Abstract

This multiple case study aimed at exploring the influence of English

teachers’ methodological practices over the learning process experienced

by 20 students from different programs, belonging to two EFL mandatory

courses at the University of Pamplona, Colombia. The study was guided by

two research questions: What kind of methodological practices do teachers

adopt when teaching English? How do teaching practices influence

learners’ English learning process?; and also by Wang’s (2009) thesis,

which includes six aspects, as follows: Instructional approaches, language

pedagogy, use of textbooks, student modality, error correction, and

classroom tasks. Along with Wang’s perspectives, this study also included

how the learning process is evaluated. Additionally, data was gathered

through six non-participant observations, field notes, two stimulated recall

interviews, and three semi-structured interviews within each course.

Besides, data was analyzed qualitatively in the light of the research

questions and Wang's (2009) thesis addressed in this study. Finally, a

number of aspects were found dealing with teaching practices, and their

influence on undergraduate students’ English learning experience.




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The Use of CLIL to Promote Speaking Skills Through Learning Styles Based Lessons Among 11th Grade EFL Students at a Public High School Jesús David Pelufo Sierra (Universidad de Sucre, Colombia) María Cecilia Payares Castillo (Universidad de Sucre, Colombia)

Abstract

CLIL is an approach that focuses on the teaching of subject matter through

a foreign language (Marsh, as cited in Giraldo, 2014). This study will seek

to examine the impact of the implementation of CLIL to influence 11th

graders’ speaking skills at a public school in Sincelejo, Sucre. By

following the principles of CLIL, several learning styles-based lessons will

be designed and implemented to evaluate the changes (if any) in students’

speaking performance. The current inquiry follows the guidelines

presented by the action-case study theory, whose goal is to identify and

provide possible solutions to problems in a specific context, and select

specific cases to be closely studied (Yin, 2017). The data for this

qualitative investigation will be gathered through focus group interviews,

surveys, students’ reflective journals, artifacts, and video recordings.

Consequently, data analysis procedures will be conducted through content

analysis, the use of Atlas.ti 7 software, codification and triangulation of

data. The expected results aim at strengthening the development of

students’ speaking skills in the target group. Additionally, this study may

serve as a new methodology in the local context to teach English

incorporating communicative, content, cultural and cognitive features.




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Reading to Learn (R2L) in EFL instruction: An introduction to the model and its applications José David Herazo (Universidad de Córdoba, Colombia) Tatiana Becerra (Universidad de Córdoba, Colombia) Paula García (Universidad de Córdoba, Colombia)

Abstract

Reading to learn (R2L) is a genre-based instructional approach for literacy

development that leads students from aided to independent creation of

meaning in both reading and writing. The approach is a didactic

application of the systemic functional linguistics model of language

and therefore uses whole texts or genres as the point of departure for

instruction. To that end, the approach follows a series of strategies that

make explicit the purpose, structure, register and lexicogrammar of

texts. The purpose of this session is to introduce participants to the R2L

model and discuss on the feasibility of this genre-based approach in EFL

lessons. Session participants will identify the key principles and procedures

of the R2L model by participating in both individual and group hands-on

activities following a short presentation of this genre-based model.





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Becoming literate in a foreign language: Student teachers’ personal literacy practices Sonia Jerez (Universidad de Córdoba, Colombia)

Abstract

Teachers usually have to select topics, texts, activities and resources that

can support students’ language learning. However, they seldom

acknowledge the literacy experiences students hold outside the classroom

and their engagement in unofficial worlds through internet-connected

devices. Thus, this presentation reports findings from a qualitative case

study on how students are building a literacy in a foreign language with

personal literacy practices that allow them to interpret and create meaning

through texts, communicate, interact and learn, while connecting to peers

who share specialized and niche interests whether they participate in social

networks, online gaming, or specialized websites on topics of their interest.

Following the New Literacy Studies (NLS) framework (Gee, 1990, Street,

1993, Pahl & Rowsell, 2009), it is argued that students’ literacy is more

than reading and writing as two separate skills, and instead it is related to

social purposes and with getting things done in particular times and places.

Though, there is still much to learn about how and what students are

learning through their personal literacy practices and in what ways they are

contributing to their academic literacy, the initial findings highlight that

students are increasingly using online spaces to collaborate and

communicate through self-directed and interest-based literacy practices

that allow them to share texts with authentic purposes and audiences



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Eco-teaching: Using the internet as an

economical and eco-friendly resource Edwin Henao (Unicolombo, Colombia)

Abstract

The Internet has provided, for a long time, a vast haul of possibilities for

enriching our lessons, optimizing time, and reaching out to many more

people interested in acquiring new knowledge. Along with it, there is a

possibility to minimize our carbon footprint and help take care of our

planet’s health and people’s welfare. This talk will provide some insight

into the ways teachers can go paperless by using the countless possibilities

the World Wide Web offers, creating dynamic, collaborative classrooms,

and raising awareness of environmental citizenship.



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Poster

Presentations


____________________________________________________________________________________________________________


Mayra Salgado (Universidad de Córdoba, Colombia) Camila Doria (Universidad de Córdoba, Colombia)

Reading to learn (R2L) and oral communication in 8th graders to tell anecdotes

Abstract

The development of oral communication plays a crucial part in the process of

learning a foreign language in an EFL classroom. However, from our experience

in past observations, we noticed that when students tried to speak using the

language, they had memorized it instead of doing it spontaneously. In other

words, students’ ability to communicate orally is poor. The purposes of this

action/case study are to explore the changes, if any, in EFL students’ oral

communication when telling anecdotes during Reading to Learn (R2L) lessons

using the application Toontastic 3D, and to describe what are students’

perceptions towards it. R2L is a set of strategies that enables teachers to support

students in their reading and writing skills at their grade level. Yet, R2L will be

used to develop students’ oral communication. Toontastic 3D is a storytelling and

animation application to tell anecdotes. We will use observations, semi-structured

interviews, production tasks, and field notes to gather information from 8th

graders from a state school in Monteria. Findings will provide students a better

way to practice their speaking skill using an app and also will provide teachers

with pedagogical tools to contribute the improvement of oral communication

through the implementation of R2L.




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Luis Angel Contreras Moreno (Universidad de Córdoba, Colombia) Keila Andrea Peña Ochoa (Universidad de Córdoba, Colombia)

Exploring the Use of Animated Cartoons to Enhance Students' Listening Skills

Abstract

Listening is the English language skill that models language for students to

understand sounds, intonation, differences in accents, and so forth as stated by

Tomlinson. This skill allows people to share effectively messages making it

possible to communicate. After initial observation carried out in a primary

school, it was possible to identify students’ difficulties when understanding

listening activities. This action-case study explores how primary students’

listening skills may change when using animated cartoons in L2 lessons. The

study will also investigate students’ perception toward this tool. Data will be

collected through observations, two semi-structured interviews, initial and final

test, and journals with students after each lessons. It is expected to improve

students’ listening skills as well as provide teachers a tool that might help them to

develop this skill in their students.




____________________________________________________________________________________________________________


Luis Manuel Ramos Cano (Universidad de Córdoba, Colombia) Brando Jose López Carmona (Universidad de Córdoba, Colombia)

Flipping the oral participation class through the use of self-recording videos.

Abstract

Oral participation is a key factor when practicing and improving speaking skills.

However, students in this action research proposal have been reluctant to

participate in oral activities within classes. Besides, they do not get involved in

them despite being called on by the teacher. Wicaksono (2018) acknowledged the

effectiveness of self-recording videos (SRV) on students speaking skills. In

addition, recording videos led students to develop self-correction strategies after

examining their outcomes. Likewise, flipped learning contributes to students’

development by learning and practicing at home through virtual platforms and

recording videos. Thus, learners participate in class for receiving feedback at

school. Hence, this study seeks to explore the effects of SRV for promoting oral

participation and describe the perceptions within SRV in 32 primary students at a

Colombian school. Data will be gathered through speaking tasks, 4 semi-

structured interviews for teacher and students, 4 audio-recorded observations, an

initial and a final test, a focus group with 5 students and student's journals. This

study is expected to promote students’ use of ICT’s as a self-learning strategy,

and to dredge into using SRV for enhancing students’ oral participation and self-

confidence. Besides, to show alternatives for teachers to create more interactive

lessons.




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Jesús Mestra (Universidad de Córdoba, Colombia) Juan Fabra (Universidad de Córdoba, Colombia)

Using kinesthetic learning activities to promote secondary students' participation in english classes.

Abstract

Kinesthetic learning activities (KLAs) can be defined as any activity which

physically engages students in the learning process (Begel, Garcia & Wolfman,

2004). The implication of KLAs in school programs helps improve learning

outcomes in students, also encourages them to think in new ways about topics

and rises interest and participation. Even though some research has been done

concerning KLAs into English classes, this field needs to be expanded for

additional research of the effects of KLAs might have in secondary school

students’ participation within English classrooms. This action case study will

explore the use of KLAs in 8th graders’ English classes in a public school in

Monteria. Specifically, it will aim to seek the effects KLAs might have in

students’ involvement and performance. Data will include video-recorded

observations, focus groups and semi-structured interviews on students and

teachers. The expected outcome of this study is to promote 8th grade students’

involvement within English classes by the use of activities based on the

kinesthetic learning style. The present study will suggest English teachers new

choices and reflections regarding the use of KLAs for promoting secondary

school students’ involvement in the English classroom.




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Luisa Fernanda Vergara Álvarez (Universidad de Córdoba, Colombia) María Bernarda Martínez Martínez (Universidad de Córdoba, Colombia)

Promoting EFL learning through Taysomroom outside the classroom in a public school in Montería.

Abstract

Virtual platforms (henceforth VP) offer an educational opportunity to promote

EFL learning outside the classroom by recreating a natural setting for students.

Although a variety of studies have been conducted about the effectiveness of

virtual platforms to learn English, few of them have focused on the use of VP

outside the classroom and how these may help teachers to promote spaces for

students to interact with the language. The purpose of this case study is to

determine how virtual platforms might help teachers to promote student´s use of

English outside the classroom after the adoption of Taysomroom. The study will

also explore the teacher’s and student´s perception while using Taysomroom for

learning English. Data will be collected through in-depth interviews, audio

recorded lessons, notes, questionnaires and teacher´s and student’s journals. Once

this study ends, is expected that English teachers use Taysomroom to offer their

students spaces to interact with English outside the classrooms. This study

suggests that using VP in English classes give students the opportunity to keep in

contact with English beyond classroom walls.




____________________________________________________________________________________________________________


Karen Polo (Universidad de Córdoba, Colombia)

Exploring multimodal EFLlesson to meet the needs of ADHD students.

Abstract

Multimodality is an approach in which the information is presented through the

combination of multiple ways of learning. According to Kress & Van Leeuwen

(2001), multimodality means “the use of several semiotic modes in the design of

a semiotic product" (p20). Few studies have been conducted in regard to use a

multimodal approach to teach attention deficit hyperactivity disorder students.

This is one of the most common disorders in childhood, characterized by constant

physical activity and school difficulties. Consequently, this exploratory practice

research will describe in detail all the process of implementing this approach to

teach students with ADHD, and report all the challenges faced when using

Multimodality with ADHD students in a mainstream classroom. Data collection

will include teacher’s journal, two audio-recorded observations, document

analysis and semi structured interview to the students. Findings might be show

how multimodality works for keeping students’ attention and how the teacher can

use multimodality effectively to help an ADHD student during EFL lessons. This

study may help to understand the impact of multimodality in ADHD students

during their learning process.



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Jesús Martinez (Universidad de Córdoba, Colombia) Erwin Corcho (Universidad de Córdoba, Colombia)

Flipping the listening class with authentic audiovisual materials.

Abstract

One of the main challenges of English teachers is to implement authentic

audiovisual materials in the classroom to develop students’ listening skills.

Previous studies about the use of these resources have been conducted, and most

of them revealed the great importance of these aids for the development of the

listening skills. However, few studies have stated the reasons of why these

authentic audiovisual materials are neglected to teach the foreign language. The

aim of this action case study will be to describe benefits (if any) that authentic

audiovisual materials can bring for the development of primary students´

listening skill at a public school in Monteria. The researchers will employ

observations and apply semi-structured interviews to the teacher in-service and

some students to collect the data of the EFL class. The findings of the current

study will shed light on the insights of the educator and the learners with the

incorporation of authentic audiovisual materials in the EFL class at a primary

level.




____________________________________________________________________________________________________________


Anye Ramos (Universidad de Córdoba, Colombia)

The role of traditional stories in fifth graders reading process.

Abstract

Research about the use of Traditional stories concerning the effects they have on

Second Language Learning has been conducted in different contexts. Previous

studies focused on the impact fairytales and storytelling have on reading

performance. Nevertheless, few studies emphasize on the use of folktales and the

effects it has on reading skill development in Colombia. This proposal aims at

exploring how the use folktales contributes to improve reading comprehension

practice in fifth grade students in a public school in Monteria. The present

proposal adopted an action case study design. Data will be collected through

Tests, classroom observation and category systems. Consequently, Inductive

procedure will be used to analyze data as well as discourse analysis for written

and oral outputs. Inquiry on the subject addressed will provide significant insights

to English Language Teachers about the use of literacy-based lessons and the way

it might influence on learning a second language. It will also encourage teachers

to overcome some limitations regarding the implementation of reading skill for

assessment and selecting content. The possible findings will involve implications

for English language teaching practice in general and language teachers to

commit in their own performance and practice improvement.



____________________________________________________________________________________________________________


Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango Caballero (Universidad de Córdoba, Colombia)

Songs for developing vocabulary learning and speaking skills.

Abstract

Many studies have been conducted about teaching-learning strategies and

teachers started to use songs in their lessons. There is a lack of knowledge about

how songs can be useful at the time of learning vocabulary and speaking skills.

The aim of this research will be to explain the use of songs as a teaching strategy

to improve vocabulary and speaking skills for a group of students in an English

program in a public school in Monteria. The researchers will employ an

explanatory action case study as a type of research. The data of this study will be

collected through two methods including, observation and interviews. The

findings of this study will be helpful for ESL students since it is important to

have suitable and enough vocabulary when speaking. Using English songs can be

a good way to teach English to ESL primary school students because songs

contain original language, are easily obtainable, provide vocabulary, grammar,

and cultural aspects. The discoveries will have implications for students and

educational institutions concerning students’ performances and development.




____________________________________________________________________________________________________________


Ivon Hernandez Lopez (Universidad de Córdoba, Colombia) Danilo Jose Yanez Lacharme (Universidad de Córdoba, Colombia)

Motivational strategies and oral production in EFL classrooms; a case study.

Abstract

Many studies about Motivation have been carried out in the education field.

Nevertheless, few investigations have focused on the impact that motivational

strategies can bring to students’ performance in the classroom. Besides, students’

oral production is something that has yet to be study from the motivational field.

The aim of this descriptive case study will be to describe the use of motivational

strategies to improve eighth-grade learner’s oral production at a public school in a

city in Colombia. The study will employ Bogdan & Bliken (2003) design of two-

stages to analyze qualitative data. The first step is to break the data into

manageable units by using the coding technique and the second one is to interpret

the data. The researchers will employ classroom observations, semi-structured

interviews, and questionnaires. The findings of this study will benefit teachers

and authorities who want to know more about the problem of the lack of

motivation in the classroom. And also this study will help to identify those

motivational strategies that can be implemented in the English classes to improve

learners’ oral production.




____________________________________________________________________________________________________________


Maria José Rangel (Universidad de Córdoba, Colombia) Jessica Pernett (Universidad de Córdoba, Colombia)

Oral interaction and games.

Abstract

Previous studies have shown an interesting perspective on how games contribute

to the development of skills such as speaking, vocabulary, and pronunciation in a

second language. However, few studies have focused on the use of games to

promote students’ oral interaction. The aim of this action case study will be to

explore how games such as guessing, matching and describing games contribute

to the development of oral interaction and what students’ insights are towards

these games in EFL classes. The data gathering will consist of observations,

semi-structured interviews, production tasks, and a researcher’s journal. This

study will employ an inductive method to code patterns from the data collection

techniques into categories to analyze data. This study will shed light on possibly

understanding the influence that games could have on students’ oral interaction

during L2 classes and providing teachers experience with an economical and

inexhaustible resource.




____________________________________________________________________________________________________________


Isaías Acosta (Universidad de Córdoba, Colombia) Melissa Zapata Vargas (Universidad de Córdoba, Colombia)

Challenges faced to adopt a new curriculum: a case study.

Abstract

Curriculum innovation is defined as the deliberate actions to improve a learning

environment, the materials, lessons and academic content taught. Curricula are

designed to facilitate learning by establishing quality relationship between what is

learned and experienced. Efforts have been made in Colombia to adopt the

Suggested Curriculum stated by the Ministry of Education, though it would seem

that the objectives have not been accomplished. These efforts included different

training sessions dictated along the country to qualify L2 teachers (Correa, Usma

& Montoya, 2014). Despite studies have addressed the implementation of the

Suggested Curriculum in Colombia, there is a need to conduct deeper studies of

the transformations and adaptations made by institutions and teachers. This case

study will explore institutional changes and the way teachers negotiate their

policies in the classrooms. Data will include questionnaires and open interviews

to two L2 teachers and the documentary analysis of the new suggested

curriculum. This research is expected to show the way in which schools and

teachers have adopted the SC and its policies, and the changes achieved, if there

have been any. This study will be important to expose the accuracy of the policies

stated in the SC for public schools.




____________________________________________________________________________________________________________


Angélica Arroyo (Universidad de Córdoba, Colombia) Sandra Amarís (Universidad de Córdoba, Colombia)

The integration of technological devices in foreign language teaching.

Abstract

Technology integration is the use of tools in education areas that allow students

to apply devices to support their learning. However, only a few studies have

focused on how elder teachers introduce technology in their classrooms; there is a

need to investigate the challenges that it has brought in the process of integration.

This phenomenological study will describe the experiences of two elder primary

school teachers who have been trying to integrate technological devices. Data

will include three detailed interviews and three journals monitoring teachers.

Findings will show that the teaching of a foreign language could be improved if

elder teachers integrate technological tools to support their classes. However, it

could only be possible if teachers know how to use and adapt them, taking into

account the different learning styles of each student. This study might suggests

that the integration technology in the classroom is important, since it is an

opportunity to contribute to the learning process of a L2, allowing an enjoyable

teacher-student interaction.




____________________________________________________________________________________________________________


Yulieth Marcela Padilla GonzÀlez (Sue Caribe: Universidad De Córdoba: Programa De Maestrìa En Educaciòn, Colombia)

A quasi-experimental study of the motivational and cognitive effects of a TBLT-mediated macro strategy on ninth-grade students.

Abstract

Motivation has been a topic of intensive research in recent decades and it is

considered a crucial variable for successful second/foreign language learners.

Without sufficient motivation learners are unlikely to persist long enough to learn

any really useful language. The present study focuses on the maintenance of

motivation in an instructional setting such as task-based language teaching within

the framework of Dörnyei (2001) motivational strategies. The objective is to

evaluate the long lasting motivational effects of a motivated macro strategy for

learning English in ninth grade students. The design will be quasi-experimental

on the basis of the validated Motivated Strategies for Learning Questionnaire

(MSLQ) in three different aspects: self-efficacy, active learning strategies and

learning environment. The experimental treatment will involve class-time

exposure to motivational and cognitive strategies within task based lessons over a

10-week period; the control group will receive traditional teaching methods. The

results are expected to prove that motivational and cognitive strategies have a

sustained effect on both motivation for learning English and in learning

achievements.



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Paula Zarante (Universidad de Córdoba, Colombia) Maria Berrio (Universidad de Córdoba, Colombia)

Analysis of teacher´s discourse teaching english to blind learners at a mainstream class (critical discours analysis)

Abstract

This research examines Critical Discourse Analysis (CDA) as a methodology to

understand the relationship between language and society. This approach will to

analyze teachers´ discourse at mainstream classroom, analyze the power at the

moment to speech if is inclusive or not and if is promoting a healthy

environment. Few researches have been focused on the analysis of teachers

‘discourse at mainstream class about inclusive environment promoting through

the discourse and the importance that has to create a good relationship. The

purpose of this study is analyze teacher´s discourse teaching English to blind

learners at a mainstream class, analyzing teachers impact in students with

disabilities how their discourse is reflecting in the classroom and if is being

inclusive or not. Data study will be collected from semi-structured interviews,

stimulated recall observations, conversation analysis, and structured interviews

and journals. Findings might offer information about how teachers perceive

inclusion in the language they use during interaction with special education

students. This study attempts to suggest CDA as a method to analyze the verbal

power as a way to promote equity in the classroom without segregated.




____________________________________________________________________________________________________________


Isabella Romero Delgado (Universidad de Córdoba, Colombia)

Exploring a primary school teacher’s challenges when using tablet-based activities in a public school.

Abstract

Mobile application language learning (MALL)is a teaching-learning technique

applied lately in schools, this technique provides the learners' electronically

information concerning the educational content helping the achievement of

knowledge. Although there have been several national and international research

on the educational field regarding vocabulary, very few studies have focused on

exploring the challenges that can be faced by the teacher when using mobile

devices to teach vocabulary in an EFL classroom. The purposes of the current

study will shed light on distinguishing teacher's methodology, approaches, and

components implemented for the application of mobile devices to teach

vocabulary and understanding possible challenges faced by the teacher when

applying this learning strategy. Data will be gathered through the development of

non-participant observation, two Semi-Structured interviews divided into two

sessions; a journal and, an ethnographic narrative from audio recorded

lessons.The current case study will seek to explore what is happening,and will

describe and analyze how the process of incorporating ICTS has been carried out

through the use of MALL. This study will be relevant due to the support and

knowledge it can provide to further research based on the implementation of

ICT'S into the educational field.



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Levis Leonardo Lozano Hoyos (Universidad de Córdoba, Colombia) Cesar Javier Velez Lopez (Universidad de Córdoba, Colombia) Dalila Guzman Aviles (Universidad de Córdoba, Colombia)

Personal Learning Environment to improve English communicative competences of students of communication V at Córdoba University.

Abstract

This article discusses some advances of an innovative practice in order to stablish

to what extent personal learning environments (PLE) resulted in the integration of

English communications skills of students of Communication V at University of

Córdoba. This project can be classified as qualitative descriptive due to the

descriptions of the features found in the population sample during the process. In

order to collect information about students’ English levels before and after the

implementation of the PLE, different techniques will be carried out, such as tests,

questionnaires, interviews, videotaping, and check list observations in the

classrooms which will help to discuss outcome of the study about students’ needs

and interests, the benefits of personal learning environments to enhance students

communicative competences using different web resources, the role of

instructional materials, the appropriateness of the learning contents, and finally

the selection of classroom materials. In response to the objective, a work system

with different web resources was designed and implemented; the first one, was

called Personal Learning Teaching Management Environment (PLTME); and the

second one, the treatment in which students designed and implemented their

Personal Learning Environment, (PLE). The teachable curricula were chosen to

respond to the B2 level.





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Jorge Luis Oquendo Loaiza (Universidad de Córdoba, Colombia) Estivenson José Portillo Banqueth (Universidad de Córdoba, Colombia)

Google classroom and language learning autonomy in an EFLcourse.

Abstract

E-learning is a method of learning which has been implemented worldwide which

uses internet as an option to face-to-face interaction by providing students with

online interactive content so as to make students more responsible towards their

learning. It is usually seen that students in an EFL class highly depend on

teachers’ instructions to start performing a task which it means they have a lack

of autonomy about their learning process. Therefore, this study will evaluate the

effectiveness of Google Classroom for developing learners’ autonomy. Data will

be gathered using qualitative methods among them interviews, in-depths

questionnaires, a focus group, and a forum through a virtual platform to four

learners to see their perceptions about their autonomy. This study contemplates to

find that Google Classroom is an accurate way to promote students’ autonomy.

The importance of this study lies on seeing whether Google Classroom is an

accurate way to promote learners’ autonomy so as to give pedagogical

suggestions to teachers about the matter.




____________________________________________________________________________________________________________


Steven Palacios (Universidad de Córdoba, Colombia) Luisa Castellanos (Universidad de Córdoba, Colombia)

Educational heroes strategy to increase speaking skills through leadership in high school students: an action case study.

Abstract

This action case study will explore whether educational heroes’ strategy

contributes to improving speaking abilities through leadership in high school

students. Educational heroes is a leadership strategy that functions taking into

account the cooperative and meaningful learning, so that students with highest

skills regarding the speaking ability should support other students that present

flaws and needs about this skill, with the purpose of establishing a learning

environment. Data will include lesson plans, observations, production tasks,

semi-structured interviews, observation (field notes), pre-test - final test, focus

group: semi-structured interviews, and students’ journals. Educational heroes’

strategy will enhance students’ knowledge and leadership attitudes such as self-

confidence which is improved through group participation, it also will increase

autonomy in students that present low order thinking skills. In the teaching-

learning process of the second language the educational leadership acts as a

facilitator to achieve the effectiveness of this procedure, because this contributes

positively on both sides, in the students develops innumerable qualities and

capacities and on the teacher’s side cooperates powerfully to the development of

their pedagogy, since this takes the first step to engage and motivate students

focusing on the transmission of meaningful and constructive knowledge for these.




____________________________________________________________________________________________________________


Rossana Barrios Jaller (Universidad de Córdoba, Colombia) Juan David Suárez Jiménez (Universidad de Córdoba, Colombia)

Online collaborative learning in the EFL classroom.

Abstract

Online Collaborative Learning (OCL) is an innovative student-centered

methodology for e-learning, where learners work collaboratively and are catalysts

for their knowledge construction. This research will follow a process aimed at

students’ construction of autonomy at the time of developing long-distance

activities in groups. Although some research has been found about the

performance of students when facing the ability of reading, they do not meet the

need of describing the effects on students experiencing this teaching and learning

methodology. The purpose of this study will be to describe any effects online

collaborative learning has in EFL students experiencing this learning method as

the main bridge for acquiring English as a second language. The research will

aim to describe what the lived experiences of EFL students that learn through

OCL are. The participants will be students at different points of their learning

process from a private university located on the Caribbean coast of Colombia.

Data will include in-depth interviews, focus group and researchers’ diary that will

provide the information needed for the completion of the study. Regarding the

expected results are a clear positive effect on students’ reading level, which is the

main problem with the current method used for teaching English.




____________________________________________________________________________________________________________


Angelica Morales (Universidad de Córdoba, Colombia) Camila Parra (Universidad de Córdoba, Colombia)

Lived experiences of teachers during implementation of The new curricula: a phenomenological study.

Abstract

National Bilingual program (2004-2019) was one of the latest language policies

implemented in Colombia to improve English teaching and learning practice in

the country. The Suggested English Curriculum is a booklet designed for schools

to reach the expected objectives; it contains the scope and sequence, syllabi, and

methodological and assessment suggestions. In 2018, according to ICFES, the

results from the public institutions applying the curriculum were not the expected.

Whilst some studies have done research on the same matter, scarcely any of them

have inquired teachers’ perspective. This phenomenological study will explore

and describe how two teachers experienced the implementation of the new

English Suggested Curriculum in a secondary public school in Colombia.

Particularly, their truth and reality as it is lived. Data will include recordings of

semi-structured in depth interviews to the teachers, and researchers’ reflection

journals. This study aims to discover details concerning former inconsistencies

the participants may have experienced with the implementation of the curriculum.

Findings might be significant to further inquiries interested in upgrading the

current language legacies.




____________________________________________________________________________________________________________


Daniel Ricardo (Universidad de Córdoba, Colombia) Andrea Ayazo (Universidad de Córdoba, Colombia)

The process of lesson planning based on Edmodo as a supplementary tool for learning writing competences on higher education: a case study.

Abstract

Edmodo platform is a supplementary tool that provides teachers with an

opportunity for posting quizzes, assignments and didactic activities that ease

students' learning process. However, Edmodo lessons imply feasible difficulties

during the planning process such as non-significant tasks and lack of time

control. Although some cases studies about this platform has been conducted,

they were focused on how to use it effectively rather than analyzing deeply the

process teachers should go through when of planning Edmodo lessons This case

study will analyze an L2 writing strategies’ teacher when planning using Edmodo

and the challenges he/she might face during a five-month-semester. Data includes

one structured interview regarding Edmodo, lesson plans provided by the teacher

and Edmodo activities focused on the improvement of the writing competences

Findings are expected to provide a clear sight about steps to be followed when at

planning Edmodo lessons, and advices regarding solving Edmodo planning

challenges. This study will possibly provide a wide view inside the process of

planning Edmodo lessons, which implies that the challenges of the process might

be identified. Besides, independence of time, place, and the accurate and easy

exchange of ideas and information might be practical benefits for the instructor.




____________________________________________________________________________________________________________


Luis Burgos (Universidad de Córdoba, Colombia)

Using self recorded audios to improve oral production in 8th graders in a public school.

Abstract

Audio recording tools are used in language instruction to support learning and

teaching processes. They are commonly employed to keep track of students’ oral

performance in the form of audio files, allowing teachers to make a thorough

analysis of such deliveries. Although research has been conducted about the

integration of audio recording tools into language teaching, there is little

information as to whether these tools might be beneficial to promote language

awareness of errors. In this sense, this proposal seeks to explore and describe the

changes, if any, of students’ overall speaking capabilities after implementing

audio recording tools into the class. In particular, this proposal intends to analyze

the role of self recorded audios for developing students' sense of language

awareness of error-correction during oral production tasks. To conduct this

research, observations, researcher and students’ journals, oral production tasks

and semi-structured interviews have been selected as means to gather data.

Findings might show whether language awareness is developed and possible

changes in students’ oral performance. This research might suggest ways to best-

implement audio recording tools into the L2 teaching as a way to foster language

awareness and speaking skill.



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Maria Marcelina Pacheco Madera (Universidad de Córdoba, Colombia) Eliana Valentina Soto Redondo (Universidad de Córdoba, Colombia)

A phenomenological description of ninth grader’s motivation towards efl learning process.

Abstract

Motivation is defined as the act or process of motivating; the condition of being

motivated; a motivating force, stimulus, or influence; incentive; drive; something

(such as a need or desire) that causes a person or student to act (Merriam-

Webster, 1997). This phenomenon has become an essential and significant factor

in the English learning process. Although there have been some researches about

student's motivation and the factors that influence it. There is still a need for

further studies focused on a phenomenological perspective. The purpose of this

phenomenological study is to describe the 9th-grade students' motivation

regarding their lived experiences in their English learning process. Data will

include observation field notes to achieve bracketing and in-depth interviews with

four groups with around thirty-five ninth-graders per group. This research will

describe the lived-experiences that ninth-graders have and whether their

motivation can be affected negatively or positively towards the English learning

process. The study will be meaningful to the educative community in Monteria-

Colombia. There are several features to take into account. Therefore, this study

needs to be carried out, to identify those factors that are influencing the students'

motivation.




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Paola Navarro (Universidad de Córoba, Colombia) Andrea Bárcenas (Universidad de Córdoba, Colombia) Gustavo Salinas (Universidad de Córdoba, Colombia)

The use of content-based instruction to improve oral communication in EFL classrooms.

Abstract

Content-Based Instructions (CBI) is an approach in language education,

introduced to provide second-language learner’s instruction in content and

language, also, has become increasingly popular as a means of developing

linguistic ability. This action case study intends to implement Content-Based

Instruction with the purpose of improving students’ oral skills from a public

institution in the rural area of Córdoba. Many authors (Crandall, 1987; Krashen,

1982; Mohan, 1986; Mohan, Leung & Davison, 2001; Snow, 2005; and Stroller,

2004) stablished that, Content-Based Instruction has entered its fourth decade and

by many accounts is prosperous in foreign language settings. This approach has

been primarily used for the development of learning content and language,

however, few studies have focused on the rural areas. Hence, the purpose of this

study will be to identify the possible improvements in students’ oral skills after

the implementation of CBI lessons. The data collection will provide the students'

overview after this implementation. This data will be gathered by semi-structured

interviews, task production and observation in a nine graders EFL English class.

This study will contribute to the improvement of teaching practice, mainly oral

skills; to fill a gap that exist in most public institution concerning oral skills

improvement.





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Laura Durango (Universidad de Córdoba, Colombia) Leydis Vidal (Universidad de Córdoba, Colombia)

A phenomenological description: the teachers' lived experiences who have to implement technology in their teaching process.

Abstract

Technology has brought many advantages in people's lives and it has supported

many fields, including the educational field. Teachers and students have been

benefited with the inclusion of technology inside the classrooms. There have been

several studies related to the benefits that technology has brought for the schools,

specifically for the teaching and learning process. However, those investigations

have left aside what teachers have faced when using technology in their practices.

There is still a need to investigate teachers' experiences regarding the use of

technology. This phenomenological study will explore the secondary-teachers’

lived experiences regarding the use of technology in their classrooms.

Particularly, the challenges that they have faced during their teaching practices.

Data will include recorded in-depth interviews and a researcher diary to register

the researcher’s experience. This study expects to present teachers' experiences

and beliefs related to the changes that their teaching practices have faced due to

the inclusion of technology in their classes. This phenomenological study will

suggest that teachers' lived experiences need to be highlighted in order to

understand what they have dealt with the use of technology in their teaching

process.




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Luz Karina Mejía (Universidad de Córdoba, Colombia) Omis Johana Espitia (Universidad de Córdoba, Colombia)

Improving 10th graders´ reading comprehension through digital platforms.

Abstract

Reading comprehension is a receptive skill that encompasses linguistics features

from lexical and syntactic elements in which the reader understands texts by

decoding and visualizing meaning. This skill has been promoted through

technological alternatives as a mean of updating traditional reading learning for

the demands of the new era. Although the implementation of this strategy is being

boosted in Colombia, few opportunities have been given to public schools to

approach it, resulting in low motivation and achievement in traditional reading

tasks. Considering this fact, this action-case study seeks to explore possible

changes in reading comprehension when using News in level and Kahoot! in a

course of 10th graders from a public school in Montería. Moreover, this proposal

aims to describe learners’ attitudes toward reading. Data will be collected through

an initial test, a final test, reading production tasks to students as well as

participative observations and learners' diaries. The findings of this study will

present a possible enhancement of learners’ reading comprehension and

transformation of learners’ attitudes. This study might provide a new overlook to

strategies to teach reading implementing technology, and generate awareness of

the importance of learners’ interest in reading.




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Karen Villera (Universidad de Córdoba, Colombia) Angela Pinto (University of Córdoba, Colombia)

Leadership skills of English teachers inside the classroom in a secondary public school in Montería.

Abstract

Leadership skills have been found to create improvement in different contexts.

There have been many studies inquiring the impact of leadership in different

knowledge areas. Despite that, it seems as though there are no studies addressing

the role of leadership skills in teachers inside the classroom. Bearing this in mind,

this case study describes the leadership skills of secondary English teachers and

how they use those skills in the classroom. Data includes semi-structured

interviews, open-ended questionnaires to teachers and two video-recorded lesson

observations. This study expects to contribute to the knowledge of teachers´

leadership skills used in classroom practices. In addition, this research may

highlight the importance of teachers´ leadership as a competence in teachers.




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Reinel Oyola (Universidad de Córdoba, Colombia) Josué Ortega (Universidad de Córdoba, Colombia)

Flipping the R2L class to engage tenth-grade students in oral exposition texts.

Abstract

Reading to learn is an instructional approach that leads students from aided to

independent creation of meaning in reading and writing. R2L follows a cycle

with a set of strategies leading students to independent construction of a specific

text-genre. Nevertheless, few studies have explored the use of R2L to promote

learners’ oral production, most specifically of oral exposition texts. Neither has it

been researched yet the use of this methodology along with mediation tools in the

EFL class. Therefore, this action-case study is intended to describe the changes in

learners’ oral production of exposition texts after using R2L lessons and group-

based flipped strategies. As well as to identify the challenges students face while

implementing R2L during oral expository discourse activities. This study will be

conducted on tenth-graders in a public school from the rural side of Montería,

Colombia, who have been previously working with R2L. Throughout the

intervention diagnostic tests, recordings, videotapes, observations, and semi-

structured interviews will be useful for further analysis and reporting of the

research findings. This study will attempt to shed light on the existing gap of

knowledge pertaining to the implementation of R2L and Flipped instruction to

prompt the participation of oral exposition texts in tenth-graders.




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Shirley Redondo (Universidad de Córdoba, Colombia) Rose Petro (Universidad de Córdoba, Colombia)

The lived experience of 11th grade president students while playing a leadership role at public urban institutions: A phenomenological study.

Abstract

Many studies about the relevance of playing leadership roles at public schools

have been addressed at the University of Cordoba through phenomenology.

However, none of them have addressed the issue of student leadership

particularity on president students’ leaders at public institutions in Monteria. The

aim of this phenomenological study will be to describe the lived experiences of 3

11th-grade president students while playing a leadership role at their public

institution. This study will employ the Colaizzi’s (1978) method for analyzing

phenomenological data. The researchers will employ “Bracketing” to put aside

bias and assumptions. Besides, in depth-interviews, personal conversations and

researchers diaries will be employed. The findings of this current study will have

implications for educational public institutions, teachers, and the student

community in general concerning the role of students while applying leadership

roles.




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Ana Gabriela Espitia Romero (Universidad de Córdoba, Colombia) Dany Paola Durango Caballero (Universidad de Córdoba, Colombia)

Using songs for developing vocabulary learning and speaking skills.

Abstract

Many studies have been conducted about teaching-learning strategies and

teachers started to use songs in their lessons. There is a lack of knowledge

about how songs can be useful at the time of learning vocabulary and

speaking skills. The aim of this research will be to explain the use of songs

as a teaching strategy to improve vocabulary and speaking skills for a

group of students in an English program in a public school in Monteria.

The researchers will employ an explanatory action case study as a type of

research. The data of this study will be collected through two methods

including, observation and interviews. The findings of this study will be

helpful for ESL students since it is important to have suitable and enough

vocabulary when speaking. Using English songs can be a good way to

teach English to ESL primary school students because songs contain

original language, are easily obtainable, provide vocabulary, grammar, and

cultural aspects. The discoveries will have implications for students and

educational institutions concerning students’ performances and

development.




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Acknowledgments

The Conference Committee is very thankful to institutions and sponsors for their support in

this event.

issn 2711-290x

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