El objetivo de esta investigación fue explorar los efectos de la mediación del lenguaje en la for... more El objetivo de esta investigación fue explorar los efectos de la mediación del lenguaje en la formación de identidad dentro del núcleo familiar de estudiantes que han vivido en los Estados Unidos por un periodo de tiempo y han regresado a vivir a México. Los participantes son seis estudiantes que actualmente están cursando un programa de pregrado en licenciatura en enseñanza del inglés en una universidad pública en el centro de México. Los hallazgos a partir de entrevistas, siguiendo un enfoque narrativo, parecen indicar que las experiencias de estos participantes como mediadores del lenguaje son altamente valoradas cuando deciden convertirse en profesores de inglés. La mayoría de ellos deciden convertirse en profesores porque quieren ayudar a otros a aprender el idioma y traen esas experiencias al salón de clases.
This article reports on the views of 25 Mexican public high school students regarding the charact... more This article reports on the views of 25 Mexican public high school students regarding the characteristics and pedagogical behaviors of good EFL instructors. Data was gathered using the repertory grid technique and was subjected to content analyses using an inductive development category approach. Results foregrounded the importance placed on teachers' positive personality traits.
This conference proceeding talks about curriculum development particularities in a language schoo... more This conference proceeding talks about curriculum development particularities in a language school in central Mexico.
The objective of this research was to explore the effects of language brokering
upon identity for... more The objective of this research was to explore the effects of language brokering upon identity formation within the family unit of students who have lived in the United States for a period of time and have come back to live in Mexico. The participants are six students that are currently undertaking a BA in TESOL (Teaching of English to Speakers of Other Languages) at a large public university in central Mexico. Findings from interviews, following a narrative approach, seem to show that these participants’ experiences as language brokers are highly valuable when they decide to become English teachers. Most of them decide to become English teachers because they want to help others to learn the language and bring those experiences into the classroom.
Estudios en lenguas modernas y originarias: Docencia, investigación, traducción, 2019
Norton (2013) contends that by fully understanding the construct of identity, we can equip margin... more Norton (2013) contends that by fully understanding the construct of identity, we can equip marginalized learners with more dominant identities in order for them to better position themselves inside the L2 classroom. With the aforementioned in mind, the aim of this study was to describe the qualitatively different ways through which seven English Language Learners (ELLs) with Specific Learning Differences (SpLDs) constructed an identity as L2 learners. As a second objective, this study aimed at uncovering the extent to which this identity had an influence on their learning of English. The qualitative project was undertaken through phenomenography which aided in highlighting the different ways through which the participants have faced the phenomenon of L2 learning (Marton and Booth, 1997; Marton & Pang, 1999; Richardson, 1999). Through open-ended, in-depth interviews, seven adult participants from various backgrounds and ages gave accounts of their academic lives with a focus on English learning. Findings reveal that the more successful ELLs with SpLDs have built dominant student identities through a framework they have been in the need to develop which appears to lead them to success in L2 learning. The framework includes: Awareness, learning strategies, people, and positive emotions. For the sake of this chapter, only awareness and learning strategies will be discussed.
This in-progress research project analyzes the identity formation of six BA TESOL students at the... more This in-progress research project analyzes the identity formation of six BA TESOL students at the University of Guanajuato, a large public university in central Mexico. We look at their status of being bilingual and their jour- neys of integration between two di erent countries: the United States and Mexico. eir life experiences are investigated to see how they construct their bilingual identities. In this article we explore the theme of their ac- cents in both languages. e research techniques used are autobiography and open interview and we base our research upon a qualitative research and specially a narrative inquiry approach.
This publication will give you concise information regarding dyslexia in your adult English langu... more This publication will give you concise information regarding dyslexia in your adult English language classroom based on recent studies from the most prominent researchers in the field. Through its compact format, you will delve into detection, referral, establishing a tutoring program, and approaching dyslexia in your classroom.
El objetivo de esta investigación fue explorar los efectos de la mediación del lenguaje en la for... more El objetivo de esta investigación fue explorar los efectos de la mediación del lenguaje en la formación de identidad dentro del núcleo familiar de estudiantes que han vivido en los Estados Unidos por un periodo de tiempo y han regresado a vivir a México. Los participantes son seis estudiantes que actualmente están cursando un programa de pregrado en licenciatura en enseñanza del inglés en una universidad pública en el centro de México. Los hallazgos a partir de entrevistas, siguiendo un enfoque narrativo, parecen indicar que las experiencias de estos participantes como mediadores del lenguaje son altamente valoradas cuando deciden convertirse en profesores de inglés. La mayoría de ellos deciden convertirse en profesores porque quieren ayudar a otros a aprender el idioma y traen esas experiencias al salón de clases.
This article reports on the views of 25 Mexican public high school students regarding the charact... more This article reports on the views of 25 Mexican public high school students regarding the characteristics and pedagogical behaviors of good EFL instructors. Data was gathered using the repertory grid technique and was subjected to content analyses using an inductive development category approach. Results foregrounded the importance placed on teachers' positive personality traits.
This conference proceeding talks about curriculum development particularities in a language schoo... more This conference proceeding talks about curriculum development particularities in a language school in central Mexico.
The objective of this research was to explore the effects of language brokering
upon identity for... more The objective of this research was to explore the effects of language brokering upon identity formation within the family unit of students who have lived in the United States for a period of time and have come back to live in Mexico. The participants are six students that are currently undertaking a BA in TESOL (Teaching of English to Speakers of Other Languages) at a large public university in central Mexico. Findings from interviews, following a narrative approach, seem to show that these participants’ experiences as language brokers are highly valuable when they decide to become English teachers. Most of them decide to become English teachers because they want to help others to learn the language and bring those experiences into the classroom.
Estudios en lenguas modernas y originarias: Docencia, investigación, traducción, 2019
Norton (2013) contends that by fully understanding the construct of identity, we can equip margin... more Norton (2013) contends that by fully understanding the construct of identity, we can equip marginalized learners with more dominant identities in order for them to better position themselves inside the L2 classroom. With the aforementioned in mind, the aim of this study was to describe the qualitatively different ways through which seven English Language Learners (ELLs) with Specific Learning Differences (SpLDs) constructed an identity as L2 learners. As a second objective, this study aimed at uncovering the extent to which this identity had an influence on their learning of English. The qualitative project was undertaken through phenomenography which aided in highlighting the different ways through which the participants have faced the phenomenon of L2 learning (Marton and Booth, 1997; Marton & Pang, 1999; Richardson, 1999). Through open-ended, in-depth interviews, seven adult participants from various backgrounds and ages gave accounts of their academic lives with a focus on English learning. Findings reveal that the more successful ELLs with SpLDs have built dominant student identities through a framework they have been in the need to develop which appears to lead them to success in L2 learning. The framework includes: Awareness, learning strategies, people, and positive emotions. For the sake of this chapter, only awareness and learning strategies will be discussed.
This in-progress research project analyzes the identity formation of six BA TESOL students at the... more This in-progress research project analyzes the identity formation of six BA TESOL students at the University of Guanajuato, a large public university in central Mexico. We look at their status of being bilingual and their jour- neys of integration between two di erent countries: the United States and Mexico. eir life experiences are investigated to see how they construct their bilingual identities. In this article we explore the theme of their ac- cents in both languages. e research techniques used are autobiography and open interview and we base our research upon a qualitative research and specially a narrative inquiry approach.
This publication will give you concise information regarding dyslexia in your adult English langu... more This publication will give you concise information regarding dyslexia in your adult English language classroom based on recent studies from the most prominent researchers in the field. Through its compact format, you will delve into detection, referral, establishing a tutoring program, and approaching dyslexia in your classroom.
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upon identity formation within the family unit of students who have lived in
the United States for a period of time and have come back to live in Mexico.
The participants are six students that are currently undertaking a BA in TESOL
(Teaching of English to Speakers of Other Languages) at a large public
university in central Mexico. Findings from interviews, following a narrative
approach, seem to show that these participants’ experiences as language brokers
are highly valuable when they decide to become English teachers. Most of them
decide to become English teachers because they want to help others to learn the
language and bring those experiences into the classroom.
upon identity formation within the family unit of students who have lived in
the United States for a period of time and have come back to live in Mexico.
The participants are six students that are currently undertaking a BA in TESOL
(Teaching of English to Speakers of Other Languages) at a large public
university in central Mexico. Findings from interviews, following a narrative
approach, seem to show that these participants’ experiences as language brokers
are highly valuable when they decide to become English teachers. Most of them
decide to become English teachers because they want to help others to learn the
language and bring those experiences into the classroom.