This paper reports a qualitative narrative study that explored the trajectories of English language teachers’ identities before and after their participation in a master’s program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers’ identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master’s seminars, which positively influenced the development of the participants’ identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.
Multiliteracies is an innovative approach that helps understanding learning and teaching processes in current times. Besides, how these processes take place in new societies, regarding multiplicity and diversity in changing contexts, situations, meaning sources and discourses. Based on the need to explore the incidence of multiliteracies in EFL education, this study presents the ways in which video-mediated listening activities contribute to the construction of new meanings in an EFL setting. This qualitative action research was carried out at a private school of Rivera, Huila with 11th grade students. Pedagogical interventions involved all students (16), nonetheless convenience sampling was used to narrow research data to six participants. The goal was to analyze how the construction of meaning was developed through the implementation of video-mediated listening activities under a multiliteracies approach. Data were collected through field notes, pupil diaries, interviews and students’ artifacts obtained from class implementations. The findings show that students established interactions with different sources of information provided by the videos that enabled them to create and disclose new meanings derived from their transformed interpretations. The results also shed light on how video-mediated listening activities foster students’ understandings of their own learning processes. Keywords: Video-mediated listening, meaning-making process, multiliteracies, EFL learning.
Este artículo tiene como objetivo brindar una clara revisión de algunos de los factores más importantes relacionados con la diferencia de edades y el comúnmente conocido como periodo crítico en la adquisición de una segunda lengua (SLA). Primeramente, este se centra en revisar las principales consideraciones de la Hipótesis del Periodo Crítico (CPH) y el periodo sensible en la adquisición de otra lengua. Seguidamente, algunos aspectos influyentes son analizados tales como la edad inicial de exposición de una lengua, duración del estudio y variables actitudinales conectadas con las perspectivas anteriormente mencionadas. Finalmente, el autor concluye sugiriendo que mientras existen algunas evidencias que demostrarían ciertos efectos del periodo crítico en la adquisición de una segunda lengua, el aprendizaje de una lengua es un proceso que todos los individuos pueden emprender sin importar la edad o las etapas de maduración, ya que hay otros aspectos de carácter lingüístico, cognitivo, afectivo y sociales que también influencian el proceso de adquisición de una segunda lengua y que no están necesariamente asociados a efectos de la edad.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.