One of the principal reasons for developing academic literacy in higher education is to participa... more One of the principal reasons for developing academic literacy in higher education is to participate in the wider professional community. This participation takes the form of research and the publication of those results in national and international journals. For most academic disciplines publication of research is one of the central benchmarks of professional development. Professional identity, recognition, promotion, various forms of remuneration, job advancement, personal reward, and numerous other benefits come to higher education staff members when they have high levels of academic research production. This review of the literature on academic research production sought to find what the literature has identified as variables associated with high levels of research productivity. These variables generally fall into three broad areas: environmental factors, personal factors, and the processes associated with feedback and processes. The literature associated with these variables is...
This paper focuses on an ongoing international collaboration between two large public universitie... more This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries.
This paper focuses on an ongoing international collaboration between two large public universitie... more This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries.
ABSTRACT Not all scientists or researchers need to communicate their research in English. However... more ABSTRACT Not all scientists or researchers need to communicate their research in English. However, those who do face a complexity of challenges as we discussed in an earlier publication where we examined the struggles of non-native English Speakers (NNES) to become engaged in international scientific fields conducted in English. There we argue that lack of experience and fluency in English impede their immersion in cutting edge science, but lack of immersion in cutting-edge science limits their experience in scientific English, impeding growth of fluency to support more complete, immersive participation. Thus, scientific success breeds linguistic success and linguistic success supports scientific success, in a version of the "Matthew Effect" by which the rich get richer and the poor get marginalized (Merton, 1968). Applied linguistics studies of the experience of NNES scientists writing in English for international publication have focused on novice scientists at the periphery of their fields who have not yet achieved success or fluency. However, there is very little avail-able research on NNES scientists who have managed, in spite of the well-documented problems, to succeed. In this current chapter, we explore more fully what it means for an NNES scientist to overcome linguistic and scientific challenges to become a successful published researcher in an English-dominant discipline. In particular, we study the psychological orientation that a group of successful NNES physicists and mathematicians working in Mexico have developed in the course of their careers. We find that they are deeply immersed and invested in the work of science. They strongly identify with their scientific careers, played out within an international community to which they contribute by their publications. We find that their self-reported confidence in their expertise is matched by a set of dispositions and orientations similar to those of immersed players of computer games.
Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorad... more Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorado,en Fisiología y Oceanografía Física, para propiciar la construcción de vocaciones científicas desde el pregrado. Se optó por un paradigma cualitativo, utilizando entrevistas a profundidad con estudiantes, investigadores y administrativos, además de grupos focales con estudiantes. Para el análisis de los datos se utilizó el atlas.ti. Los resultados sugieren que los doctorandos se convierten en especialistas “en el trabajo” en un entorno colaborativo, supervisados y guiados por expertos. En este proceso formativo, los estudiantes juegan roles de autor, lector, crítico, editor y experto local al participar gradualmente en procesos de investigación, comités de política y gestión, paneles de revisión y comisiones de evaluación. Sobre todo, aprenden a escribir artículos, a revisarlos y a someterlos a dictaminaciones de comités científicos disciplinares.
Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorad... more Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorado,en Fisiología y Oceanografía Física, para propiciar la construcción de vocaciones científicas desde el pregrado. Se optó por un paradigma cualitativo, utilizando entrevistas a profundidad con estudiantes, investigadores y administrativos, además de grupos focales con estudiantes. Para el análisis de los datos se utilizó el atlas.ti. Los resultados sugieren que los doctorandos se convierten en especialistas “en el trabajo” en un entorno colaborativo, supervisados y guiados por expertos. En este proceso formativo, los estudiantes juegan roles de autor, lector, crítico, editor y experto local al participar gradualmente en procesos de investigación, comités de política y gestión, paneles de revisión y comisiones de evaluación. Sobre todo, aprenden a escribir artículos, a revisarlos y a someterlos a dictaminaciones de comités científicos disciplinares.
Este artículo examina la experiencia de doctorado, en el contexto de la participación de los estu... more Este artículo examina la experiencia de doctorado, en el contexto de la participación de los estudiantes en actividades científicas, como la puesta en marcha de comportamientos sociales y de construcción de identidades que a su vez se institucionalizan como roles legítimos durante su formación a lo largo tres dimensiones: una dimensión profesional, una dimensión comunitaria y una dimensión cognoscitiva-práctica. Este estudio exploratorio indaga si la transformación de principiante a experto se puede entender parcialmente como la puesta en marcha sucesiva de roles científicos específicos. Identificamos los siguientes roles: autor, lector, crítico, editor y experto local. Nuestros sujetos de estudio son hablantes nativos de español que publican artículos de investigación en inglés. Todos ellos estudiantes de dos disciplinas de doctorado, oceanografía física y fisiología. Hemos observado que el aprendizaje de roles y su puesta en marcha es un proceso emergente que a menudo no se planifica. También implica el desarrollo de habilidades y conocimientos tácitos. Los estudiantes de doctorado se convierten en especialistas "en el trabajo" y los autores en un entorno colaborativo.
The English Language Teaching (ELT) professionalization process in Mexico has faced complex and m... more The English Language Teaching (ELT) professionalization process in Mexico has faced complex and multidimensional challenges in the different educational levels, language and teacher education policies, as well as socio-cultural practices in the last thirty years. One of the greatest challenges was being acknowledged as a profession (Hargreaves, 2000) in public universities (Ramírez Romero, 2013). Although there are a number of isolated documents (Brenes, 1998, Encinas & Sánchez, 2013; Huerta Bortolotti, 2005) that describe the history of the English teacher education programs of the Facultad de Lenguas at Benemérita Universidad Autónoma de Puebla (BUAP); there is no historical document of these programs that allows us to understand and reflect on how we arrived to the present stage of development of our teacher education programs and the future perspectives and challenges of this discipline. Therefore, the purpose of this chapter is to contribute to the understanding of the development of professionalization of ELT in BUAP since the creation of the Bachelor’s Program for English Teacher Education in 1984. We will use different evaluation lens to reflect on the factors that have enhanced and/or hindered the development of ELT profession in our setting.
This paper focuses on an ongoing international collaboration between two large public universitie... more This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries.
This study explored 6 students’ literacy development processes in a private bilingual school in M... more This study explored 6 students’ literacy development processes in a private bilingual school in Mexico. Based on Ferreiro’s and Teberosky’s (1979) stages of writing development in Spanish and Rubin’s and Galvan’s (2005) stages in bilingual Spanish-English speakers; this study analyzes students’ transition between kindergarten and primary school. The findings indicate that most of these children reached: 1) either a syllabic or alphabetical stage in both languages at different rhythms and paces using different tools and support, 2) these stages without affecting either acquisition process significantly and 3) these children’s family context affected their linguistic development considerably. This study’s main pedagogical implication is that there is a need to raise English teachers’ understanding about the importance of this transition especially in bilingual contexts as well as to raise their awareness about the differences in rhythm and pace of each child’s bilingual literacy processes.
The center and periphery framework has been used in higher education to analyze the inequalities ... more The center and periphery framework has been used in higher education to analyze the inequalities that exist between first world and developing countries (Arnove, 1980; Woodhouse, 1987; Altbach, 1998). However, this framework is rarely used to analyze the role of a periphery university in the international context that becomes center when analyzed with its regional campuses (Altbach, 1998). The Benemerita Universidad Autonoma de Puebla (BUAP) can be considered a central university regarding its University Regional Campuses. This center-periphery framework is used in this study to understand the situation the English teaching requirement at the university regional campus where this research was carried out. This study aimed to explore seven students’ beliefs of the first cohort of a BUAP regional campus regarding their English learning and the English graduation requirement, using a contextual approach (Barcelos, 2003). In order to identify what factors have influenced their language learning process and their achievement (Abraham &Vann, 1987) to get the English language certification.
This paper explores previous research in organization and teacher education studies in an attempt... more This paper explores previous research in organization and teacher education studies in an attempt to construct an interdisciplinary perspective (Allen & Eby, 2008) of these two disciplines on mentoring to inform in-service ELT teacher education, continuing education programs and research development in this field. We attempt to entangle the complexity of mentoring relationships in regard to emotional competence, situated required competences, career stage, personal development, family lens, gender, and cultural dimensions and how these effect the quality of developmental networks and relationships
This study explored fifteen EFL teachers' critical moments. Narrative inquiry was used to analyse... more This study explored fifteen EFL teachers' critical moments. Narrative inquiry was used to analyse first their critical moments' written accounts and a year later, six were interviewed in order to contextualize those moments and understand their relevance in their professional and personal lives. The findings in this study suggest the need to incorporate coaching and scenarios of real teaching situations as well as reflection into in-service teacher education programs.
One of the principal reasons for developing academic literacy in higher education is to participa... more One of the principal reasons for developing academic literacy in higher education is to participate in the wider professional community. This participation takes the form of research and the publication of those results in national and international journals. For most academic disciplines publication of research is one of the central benchmarks of professional development. Professional identity, recognition, promotion, various forms of remuneration, job advancement, personal reward, and numerous other benefits come to higher education staff members when they have high levels of academic research production. This review of the literature on academic research production sought to find what the literature has identified as variables associated with high levels of research productivity. These variables generally fall into three broad areas: environmental factors, personal factors, and the processes associated with feedback and processes. The literature associated with these variables is...
This paper focuses on an ongoing international collaboration between two large public universitie... more This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries.
This paper focuses on an ongoing international collaboration between two large public universitie... more This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries.
ABSTRACT Not all scientists or researchers need to communicate their research in English. However... more ABSTRACT Not all scientists or researchers need to communicate their research in English. However, those who do face a complexity of challenges as we discussed in an earlier publication where we examined the struggles of non-native English Speakers (NNES) to become engaged in international scientific fields conducted in English. There we argue that lack of experience and fluency in English impede their immersion in cutting edge science, but lack of immersion in cutting-edge science limits their experience in scientific English, impeding growth of fluency to support more complete, immersive participation. Thus, scientific success breeds linguistic success and linguistic success supports scientific success, in a version of the "Matthew Effect" by which the rich get richer and the poor get marginalized (Merton, 1968). Applied linguistics studies of the experience of NNES scientists writing in English for international publication have focused on novice scientists at the periphery of their fields who have not yet achieved success or fluency. However, there is very little avail-able research on NNES scientists who have managed, in spite of the well-documented problems, to succeed. In this current chapter, we explore more fully what it means for an NNES scientist to overcome linguistic and scientific challenges to become a successful published researcher in an English-dominant discipline. In particular, we study the psychological orientation that a group of successful NNES physicists and mathematicians working in Mexico have developed in the course of their careers. We find that they are deeply immersed and invested in the work of science. They strongly identify with their scientific careers, played out within an international community to which they contribute by their publications. We find that their self-reported confidence in their expertise is matched by a set of dispositions and orientations similar to those of immersed players of computer games.
Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorad... more Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorado,en Fisiología y Oceanografía Física, para propiciar la construcción de vocaciones científicas desde el pregrado. Se optó por un paradigma cualitativo, utilizando entrevistas a profundidad con estudiantes, investigadores y administrativos, además de grupos focales con estudiantes. Para el análisis de los datos se utilizó el atlas.ti. Los resultados sugieren que los doctorandos se convierten en especialistas “en el trabajo” en un entorno colaborativo, supervisados y guiados por expertos. En este proceso formativo, los estudiantes juegan roles de autor, lector, crítico, editor y experto local al participar gradualmente en procesos de investigación, comités de política y gestión, paneles de revisión y comisiones de evaluación. Sobre todo, aprenden a escribir artículos, a revisarlos y a someterlos a dictaminaciones de comités científicos disciplinares.
Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorad... more Este artículo reporta la investigación de las prácticas de escritura en dos programas de doctorado,en Fisiología y Oceanografía Física, para propiciar la construcción de vocaciones científicas desde el pregrado. Se optó por un paradigma cualitativo, utilizando entrevistas a profundidad con estudiantes, investigadores y administrativos, además de grupos focales con estudiantes. Para el análisis de los datos se utilizó el atlas.ti. Los resultados sugieren que los doctorandos se convierten en especialistas “en el trabajo” en un entorno colaborativo, supervisados y guiados por expertos. En este proceso formativo, los estudiantes juegan roles de autor, lector, crítico, editor y experto local al participar gradualmente en procesos de investigación, comités de política y gestión, paneles de revisión y comisiones de evaluación. Sobre todo, aprenden a escribir artículos, a revisarlos y a someterlos a dictaminaciones de comités científicos disciplinares.
Este artículo examina la experiencia de doctorado, en el contexto de la participación de los estu... more Este artículo examina la experiencia de doctorado, en el contexto de la participación de los estudiantes en actividades científicas, como la puesta en marcha de comportamientos sociales y de construcción de identidades que a su vez se institucionalizan como roles legítimos durante su formación a lo largo tres dimensiones: una dimensión profesional, una dimensión comunitaria y una dimensión cognoscitiva-práctica. Este estudio exploratorio indaga si la transformación de principiante a experto se puede entender parcialmente como la puesta en marcha sucesiva de roles científicos específicos. Identificamos los siguientes roles: autor, lector, crítico, editor y experto local. Nuestros sujetos de estudio son hablantes nativos de español que publican artículos de investigación en inglés. Todos ellos estudiantes de dos disciplinas de doctorado, oceanografía física y fisiología. Hemos observado que el aprendizaje de roles y su puesta en marcha es un proceso emergente que a menudo no se planifica. También implica el desarrollo de habilidades y conocimientos tácitos. Los estudiantes de doctorado se convierten en especialistas "en el trabajo" y los autores en un entorno colaborativo.
The English Language Teaching (ELT) professionalization process in Mexico has faced complex and m... more The English Language Teaching (ELT) professionalization process in Mexico has faced complex and multidimensional challenges in the different educational levels, language and teacher education policies, as well as socio-cultural practices in the last thirty years. One of the greatest challenges was being acknowledged as a profession (Hargreaves, 2000) in public universities (Ramírez Romero, 2013). Although there are a number of isolated documents (Brenes, 1998, Encinas & Sánchez, 2013; Huerta Bortolotti, 2005) that describe the history of the English teacher education programs of the Facultad de Lenguas at Benemérita Universidad Autónoma de Puebla (BUAP); there is no historical document of these programs that allows us to understand and reflect on how we arrived to the present stage of development of our teacher education programs and the future perspectives and challenges of this discipline. Therefore, the purpose of this chapter is to contribute to the understanding of the development of professionalization of ELT in BUAP since the creation of the Bachelor’s Program for English Teacher Education in 1984. We will use different evaluation lens to reflect on the factors that have enhanced and/or hindered the development of ELT profession in our setting.
This paper focuses on an ongoing international collaboration between two large public universitie... more This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries.
This study explored 6 students’ literacy development processes in a private bilingual school in M... more This study explored 6 students’ literacy development processes in a private bilingual school in Mexico. Based on Ferreiro’s and Teberosky’s (1979) stages of writing development in Spanish and Rubin’s and Galvan’s (2005) stages in bilingual Spanish-English speakers; this study analyzes students’ transition between kindergarten and primary school. The findings indicate that most of these children reached: 1) either a syllabic or alphabetical stage in both languages at different rhythms and paces using different tools and support, 2) these stages without affecting either acquisition process significantly and 3) these children’s family context affected their linguistic development considerably. This study’s main pedagogical implication is that there is a need to raise English teachers’ understanding about the importance of this transition especially in bilingual contexts as well as to raise their awareness about the differences in rhythm and pace of each child’s bilingual literacy processes.
The center and periphery framework has been used in higher education to analyze the inequalities ... more The center and periphery framework has been used in higher education to analyze the inequalities that exist between first world and developing countries (Arnove, 1980; Woodhouse, 1987; Altbach, 1998). However, this framework is rarely used to analyze the role of a periphery university in the international context that becomes center when analyzed with its regional campuses (Altbach, 1998). The Benemerita Universidad Autonoma de Puebla (BUAP) can be considered a central university regarding its University Regional Campuses. This center-periphery framework is used in this study to understand the situation the English teaching requirement at the university regional campus where this research was carried out. This study aimed to explore seven students’ beliefs of the first cohort of a BUAP regional campus regarding their English learning and the English graduation requirement, using a contextual approach (Barcelos, 2003). In order to identify what factors have influenced their language learning process and their achievement (Abraham &Vann, 1987) to get the English language certification.
This paper explores previous research in organization and teacher education studies in an attempt... more This paper explores previous research in organization and teacher education studies in an attempt to construct an interdisciplinary perspective (Allen & Eby, 2008) of these two disciplines on mentoring to inform in-service ELT teacher education, continuing education programs and research development in this field. We attempt to entangle the complexity of mentoring relationships in regard to emotional competence, situated required competences, career stage, personal development, family lens, gender, and cultural dimensions and how these effect the quality of developmental networks and relationships
This study explored fifteen EFL teachers' critical moments. Narrative inquiry was used to analyse... more This study explored fifteen EFL teachers' critical moments. Narrative inquiry was used to analyse first their critical moments' written accounts and a year later, six were interviewed in order to contextualize those moments and understand their relevance in their professional and personal lives. The findings in this study suggest the need to incorporate coaching and scenarios of real teaching situations as well as reflection into in-service teacher education programs.
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Papers by Fátima Encinas
(Hargreaves, 2000) in public universities (Ramírez Romero, 2013).
Although there are a number of isolated documents (Brenes, 1998, Encinas & Sánchez, 2013; Huerta Bortolotti, 2005) that describe the history of the English teacher education programs of the Facultad de Lenguas at Benemérita Universidad Autónoma de Puebla (BUAP); there is no historical document of these programs that allows us to understand and reflect on how we arrived to the present stage of
development of our teacher education programs and the future perspectives and challenges of this discipline. Therefore, the purpose of this chapter is to contribute to the understanding of the development of professionalization of ELT in BUAP since the creation of the Bachelor’s Program for English Teacher Education in 1984. We will use different evaluation lens to reflect on the factors that have enhanced
and/or hindered the development of ELT profession in our setting.
education, among diverse higher education participants across geopolitical and cultural boundaries.
This study aimed to explore seven students’ beliefs of the first cohort of a BUAP regional campus regarding their English learning and the English graduation requirement, using a contextual approach (Barcelos, 2003). In order to identify what factors have influenced their language learning process and their achievement (Abraham &Vann, 1987) to get the English language certification.
(Hargreaves, 2000) in public universities (Ramírez Romero, 2013).
Although there are a number of isolated documents (Brenes, 1998, Encinas & Sánchez, 2013; Huerta Bortolotti, 2005) that describe the history of the English teacher education programs of the Facultad de Lenguas at Benemérita Universidad Autónoma de Puebla (BUAP); there is no historical document of these programs that allows us to understand and reflect on how we arrived to the present stage of
development of our teacher education programs and the future perspectives and challenges of this discipline. Therefore, the purpose of this chapter is to contribute to the understanding of the development of professionalization of ELT in BUAP since the creation of the Bachelor’s Program for English Teacher Education in 1984. We will use different evaluation lens to reflect on the factors that have enhanced
and/or hindered the development of ELT profession in our setting.
education, among diverse higher education participants across geopolitical and cultural boundaries.
This study aimed to explore seven students’ beliefs of the first cohort of a BUAP regional campus regarding their English learning and the English graduation requirement, using a contextual approach (Barcelos, 2003). In order to identify what factors have influenced their language learning process and their achievement (Abraham &Vann, 1987) to get the English language certification.