Self-regulation and Language Teacher Training in Colombia

Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program

“…However, this increase comes at a cost, in which there is a growing need to prepare teachers as they are a key component for the success and effectiveness of bilingual, multilingual, and clil programs. There are many actors involved, both formally and informally, in ensuring that both in-service and pre-service teachers are equipped to face the challenges of today's educational demands (Cuesta Medina et al, 2017;Tengku Ariffin, Bush, & Nordin, 2018).…”

“…learners' needs vs. institutional requirements related to bilingual education) and ultimate changes that are needed in the classrooms (Abad, 2013;Freeman & Freeman, 2014;Truscott de Mejía, 2012). A lag in the above mentioned challenges can be attributed to several issues, amid which two stand out: resources to fund quality educational programs and lack of both in-service and pre-service teacher training courses to better prepare teachers for the demands and challenges of 21 st -century education (Archila & Truscott de Mejía, 2020;Camargo Cely, 2018;Cuesta Medina, Anderson, & McDougald, 2017). These two issues have hindered Colombian educational institutions' progress in an atmosphere where school on previous, similar studies related to bilingualism and English in Colombia, clil in primary education, and teacher training framed around clil is made.…”

Beyond the Endorsement of Reflection in Language Teaching and Learning

“…Echoing Cuesta Medina, Anderson, and McDougald (2017a), if teachers are not themselves self-regulated learners, it will be very unlikely that they can guide their students effectively to develop self-regulated learning competences. Therein lies the need to keep investigating and nurturing practices and studies of this kind that help broaden the scope and understanding of such panorama, especially in our country where the process is still at a relative early stage.…”

Hacia un nuevo paradigma de aprendizaje de segundas lenguas móvil, abierto y social

“…Además, si se espera que el estudiante con éxito de una segunda lengua asuma un rol activo en su propio aprendizaje, al ser el conocimiento generalmente construido por el sujeto en lugar de transferido a él, requiere la oportunidad de construir estrategias y conexiones que sean significativas en su caso y en ese preciso momento (Cuesta Medina, Anderson & McDougald, 2017). Sin embargo, dada la naturaleza intrínsecamente social de la comunicación verbal, la comunidad investigadora valora procesos como la negociación de significado y la participación en un trabajo de grupo estructurado, a veces orientado al desempeño de tareas, orientado al cumplimiento de objetivos, participando, prestándose asistencia mutua y construyendo y compartiendo nuevos conocimientos y habilidades en colaboración con otros (Warschauer y Kern, 2000).…”