Fostering EFL learners´ literacies through local inquiry in a multimodal experience

Rincon, July; Clavijo-Olarte, Amparo

doi:10.14483/calj.v18n2.10610

Cited by 26 publications

(23 citation statements)

References 11 publications

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“…The previous foundations support a pedagogy that fosters a sense of possibility, agency, and transformation by recognizing the assets in the place and space of study (Comber, 2017). This idea is mirrored by Rincón and Clavijo (2016) who report on their qualitative study focused on analyzing the ways in which community inquiry provides students with opportunities to discover socio-cultural issues in their neighborhoods through a multimodal experience. These authors carried out a project in a low-socio economic public school with a sociocritical research lens.…”

Section: Local Literacies and Community-based Pedagogies (Cbp)mentioning

confidence: 96%

Promoting the Use of Local Literacies in EFL Pre-Service Teachers to Inspire their Teaching Practice

Gómez

2018

Colomb. appl. linguist. j

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Involving teachers and students in an interaction with their community can provide opportunities to develop literacies from a critical viewpoint. From this perspective, an active exploration and transformation of socio cultural realities can be promoted. This article will serve as a reflection on the theory of community-based pedagogies as a means of fostering pre-service language teachers’ commitment in the construction of an alternative curriculum. Additionally, it calls for the appreciation of cultural context as a text for shaping and reconstructing the world, where learners explore their everyday understandings and practices, and teachers become authors of a curriculum that engages with material realities (Luke & Woods, 2009). Thus, it promotes inquiry in early teaching experiences as a source for creating new alternatives and functional understandings through problem posing involving diversity, creativity, and reflections as the main core in the curriculum (Short & Burke, 1991). Moreover, it supports valuing local knowledge (Canagarajah, 2005) as the foundation of an inclusive learning environment that empowers prospective teachers to envision their practice as an emancipatory exercise that demands relating the community to the classroom dynamic. Finally, it concludes that exploring socio cultural assets with the aim of enriching the EFL curriculum can inspire a context-sensitive practice that transforms both pre-service teachers and students’ lived experiences.

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Section: Local Literacies and Community-based Pedagogies (Cbp)mentioning

confidence: 96%

Promoting the Use of Local Literacies in EFL Pre-Service Teachers to Inspire their Teaching Practice

Gómez

2018

Colomb. appl. linguist. j

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“…Other works that did not represent ethnoscience or education were also recovered, including areas such as sociology, anthropology, health, geology, mathematics, linguistics, and architecture, for example [34][35][36][37][38][39][40], respectively.…”

Section: Characterization Of the Objectives Of The Workmentioning

confidence: 99%

Local and scientific knowledge in the school context: characterization and content of published works

Sotero

Alves

Arandas

et al. 2020

J Ethnobiology Ethnomedicine

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Background: Bridging the gap between local and scientific knowledge can have useful implications in the teaching-learning process because it can create environments conducive to the valorization of sociocultural diversity in schools. The present review aims to analyze the profile and contributions of scientific publications dealing with articulations between local and scientific knowledge in basic formal education. Method: Combined searches of 14 terms related to ethnoscience and 20 terms of education were conducted in English, Portuguese, and Spanish using the databases of Web of Science, Scopus, Science Direct, and Scielo. The recovered works were filtered, organized in a spreadsheet, and analyzed for publication characteristics (year, author, periodicals, countries of origin of the authors, and countries surveyed) and contents of the studies (epistemological bases, techniques of application, and record of the articulation of local and scientific knowledge). Results: The research field that establishes these articulations is growing, with 81% of the works being written in the English language. A total of 494 researchers were recorded. The USA, South Africa, Brazil, Canada, and Australia were the countries of origin of the first author for the majority (64%) of the works considered. Multiculturalism, Vygotskian theory of learning, postcolonial theory, constructivism, critical pedagogy, and the argumentation theory were the main theoretical bases of half of the recovered works in which some explicit theoretical orientation could be found. Teacher training and interviews stood out as important tools in the application and record of links between local and scientific knowledge, respectively. Conclusions: Interdisciplinary approaches were common in the conception and application of pedagogical activities reported in the recovered works. Articulations between local and scientific knowledge are effective for culturally-sensitive scientific education, especially (but not exclusively) in schools directly related to traditional communities. There was a tendency to emphasize the teacher as a fundamental agent in the search for education that establishes these articulations. The authors of the analyzed works frequently indicated a need for greater proximity of the community to school spaces.

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“…This fact reinforced in the future teachers the relevance of addressing needs and interests before they embark in any curricular decisions as they saw students engaged and genuinely active in the different activities proposed. This is supported by Rincón and Clavijo-Olarte's (2016) who assert that community-based pedagogies are outside school practices, life experiences, and assets that learners and teachers who want to have a deeper understanding of the local places in which their students interact bring into the classroom in order to enlighten class dynamics and curricular constructs.…”

Section: General and Common Outcomes Of The Experiencementioning

confidence: 99%

Community based pedagogy as an eye–opening for pre-service teachers’ initial connections with the school curriculum

Lastra

Acosta

Durán

2018

Colomb. appl. linguist. j

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Today more than ever it is critical to guide future teachers in the direction of understanding how people participate and constitute social reality as a seedbed to create more significant language curriculums that respond to school students’ needs and empower them to act more critically in their worlds. This article discusses the way pre-service teachers started to become aware of the need to establish relationships between community resources (linguistic, social, and cultural) and their role as individuals and teachers to enact critical pedagogy. This qualitative exploration was developed with three different groups of students in an English undergraduate program in a public university. Data were gathered by means of community mapping reports (Kreztmann & Mckinght, 1993) and presentations, students’ insights into community based pedagogy in teacher education (Schecter, Solomon, & Kittmer, 2003), and pedagogical projects designed and carried out in the schools where they did the teaching practicum. The outcomes of this study brought to light how pre-service began making connections between the principles of community based pedagogy and the language curriculum in the schools. Findings demonstrate the way they encouraged their students to explore their communities from different perspectives and promoted students’ role of inquirers of themselves and their contexts.

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Fostering EFL learners´ literacies through local inquiry in a multimodal experience

Cited by 26 publications

References 11 publications

Promoting the Use of Local Literacies in EFL Pre-Service Teachers to Inspire their Teaching Practice

Promoting the Use of Local Literacies in EFL Pre-Service Teachers to Inspire their Teaching Practice

Local and scientific knowledge in the school context: characterization and content of published works

Community based pedagogy as an eye–opening for pre-service teachers’ initial connections with the school curriculum

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