Impact of the English Program Materials in a Public University in Colombia
Abstract
This is the report of a research proposal that had as its main purpose the identification of the impact of the materials used for teaching an English language course in the institutional English program of a Colombian university. To this end, we made use of the descriptive research parameters to analyze the materials that were being implemented in the program, and of a pre-experimental research to determine the impact of various and new types of materials in the development of oral skills into two groups of students of the fourth level of English. The information was collected through class observation, field notes, surveys, and semi-structured interviews for both students and teachers. Findings show that the course book and non-authentic materials are prevalent in classes, and that through the new materials designed by the research group, students’ communicative competence was greatly developedKeywords
communicative competence, English teaching materials, oral skill
Author Biography
CLARA INÉS GONZÁLEZ MARÍN
Administradora de Negocios de la Universidad Autónoma de Manizales, licenciada en Educación Básica con énfasis en Lengua Extranjera de la Universidad El Bosque de Bogotá y magíster en Lingüística de la Universidad Tecnológica de Pereira. Actualmente labora como profesora de tiempo completo en el programa Licenciatura en Bilingüismo con Énfasis en Inglés de la Universidad Tecnológica de Pereira.
NATHALIA MARÍN PALACIO
Licenciada en Lengua Inglesa de la Universidad Tecnológica de Pereira. Actualmente trabaja en el Instituto de Lenguas Extranjeras (ILEX) de la Universidad Tecnológica de Pereira
MIGUEL ANTONIO ANTONIO CARO GUTIÉRREZ
Licenciado en Lengua Inglesa de la Universidad Tecnológica de Pereira. Ha trabajado en diferentes colegios oficiales y privados de la ciudad de Pereira como Escuela Normal Superior, INEM Felipe Pérez y La Salle, y en institutos de lenguas como el Centro Colombo Americano, actualmente labora en el instituto de lenguas American School Way sede Pereira.
References
- Akcan, S. (2016). Novice Non-Native English Teachers’ Reflections on their Teacher Education Programmes and their First Years of Teaching. Profile Issues in Teachers' Professional Development, 18(1), 55-70. https://doi.org/10.15446/profile.v18n1.48608 DOI: https://doi.org/10.15446/profile.v18n1.48608
- Cross, P., & Angelo, T. (1988). Classroom Assessment Techniques. A Handbook for Faculty (1st ed., Vol. 1). Ann Arbor, Michigan: Jossey-Bass.
- Delors, J. (1999). Los cuatro pilares de la educación. La educación encierra un tesoro. París: El Correo de la Unesco.
- Dewey, J. (1933). How we think. The Problem of Training Thought. Boston, D. C.: Heath & Co.
- Díaz, C., & Solar, M.I. (2011). La revelación de las creencias lingüístico-pedagógicas a partir del discurso del profesor de inglés universitario. RLA. Revista de Lingüística Teórica y Aplicada, 49(2), 74. http://dx.doi.org/10.4067/S0718-48832011000200004 DOI: https://doi.org/10.4067/S0718-48832011000200004
- Domingo, A., & Gómez, V. (2015). La práctica reflexiva. Bases, modelos e instrumentos. Revista Complutense de Educación, 26(2), 485-494. Recuperado de https://revistas.ucm.es/index.php/RCED/issue/view/2699/showToc
- Faez, F., & Valeo, A. (2012). TESOL Teacher Education: Novice Teachers’ Perceptions of Their Preparedness and Efficacy in the Classroom. TESOL Quarterly, 46(3), 450-471. DOI: https://doi.org/10.1002/tesq.37
- Farrel, T. (2013). Evidence-Based Reflective Practice. Retrieved from https://earlyreflections1.files.wordpress.com/2016/06/etas-j-spring-2013_ss-evidence-based-rp.pdf
- Fekede, T. & Gemechis F. (2009). Practicum Experience in Teacher Education. Ethiopain Journal of Education and Sciences of Jimma University, 5(1), 107-116.
- Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to Design and Evaluate Research in Education (8th ed.). San Francisco, CA: San Francisco State University, McGraw-Hill.
- García, D., & García, J. (2014). Educación bilingüe y pluralidad: reflexiones en torno de la interculturalidad crítica. Cuadernos de Lingüística Hispánica, (23), 49-65. DOI: https://doi.org/10.19053/0121053X.2338
- Ghaye, A., & Ghaye, K. (1998). Teaching and Learning through Critical Reflective Practice. London: David Fulton.
- Greene, M. (1986). Reflection and Passion in Teaching. Journal of Curriculum and Supervision, 2(1), 68-81. DOI: https://doi.org/10.1016/0742-051X(86)90006-5
- Hatton, N. & Smith, D. (1995). Reflection in Teacher Education: Towards Definition and Implementation. Teaching and Teacher Education, 11(1), 33-39. DOI: https://doi.org/10.1016/0742-051X(94)00012-U
- Hussein, J. W. (2006). Which one is better: Saying Student Teachers don't reflect or systematically unlocking their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia. Australian Journal of Teacher Education, 31(2). DOI: https://doi.org/10.14221/ajte.2006v31n2.1
- Killion, J., & Todnem, G. (1991). A Process of Personal Theory Building. Educational Leadership, 48(6), 14-17.
- Lodico, M.G., Spaulding, D.T., & Voegtle, K. H. (2006). Methods in Educational Research: From Theory to Practice (3rd ed.). Vol. 1, (pp. 237- 697). USA: Jossey-Bass.
- Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: The University of Chicago Press.
- Madrid, D. (2004). La formación inicial del profesorado de lengua extranjera. Profesorado, Revista de Currículum y Formación del Profesorado, 8(1). Recuperado de de https://www.ugr.es/~recfpro/rev81ART7.pdf.
- Ministerio de Educación Nacional. (2016). Resolución 02041 de 2016. Bogotá: MEN.
- Munby, H., & Russell, T. (1990). Metaphor in the Study of Teachers' Professional Knowledge. Theory into Practice, 29(2), 116-121. DOI: https://doi.org/10.1080/00405849009543441
- Páez, V. (2001). El profesor de idiomas: sus cualidades y competencias. Comunicación, 11(3).
- Peters, R. (1966). Ethics and Education. London: Allen & Unvin.
- Pitton, D.E. (2006). Defining the Mentoring Relationship. In Mentoring Novice Teachers (pp. 1-18). CA, USA: Corwin Press.
- Richards, J. C., & Lockhart, C. (2007). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press.
- Richards, J. C., & Renandya, W. A. (2011). Methodology in language teaching: an anthology of current practice. New York: Cambridge University Press.
- Shön, D. (1984). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
- Schön, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
- Thornbury, S. (2005). Dogme: Dancing in the Dark? Humanising Language Teaching, 7, 2
- Ur, P. (1999). A Course in Language Teaching of Theory (17th ed., Vol. 1). Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511732928
- Veenman, S., De Laat, H. & Staring, C. (1998). Coaching Beginning Teachers, Ljubljana. Recuperado de http://files.eric.ed.gov/fulltext/ED426967.pdf
- Zeichner, K. & Liston, D. (1996). Historical Roots of Reflective Teaching. Reflective Teaching. An Introduction. New Jersey, USA: Lawrence Erlbaum Associates.