I was born and raised in Colombia. I have extensive experience as a foreign language instructor in Spanish and English in both my native Colombia and in the United States across various levels of education. I am also passionate about foreign language teaching, doing research, and sharing about my cultural traditions while learning from others Phone: 57-88772239
The present article seeks to encourage reflection on the meaning and potential of focus on form i... more The present article seeks to encourage reflection on the meaning and potential of focus on form instruction as an alternative to improve the foreign language learning and teaching process of young and adult learners in Colombia. Initially, the concept and types of focus on form instruction are introduced, a brief rationale follows and findings from studies in this area are presented. Similarly, this manuscript discusses how this type of instruction might help students of English as a Foreign Language, especially young and adult learners, to communicate successfully as they gain knowledge of English linguistic forms. Finally, pedagogical implications are discussed and suggestions are offered regarding the use of focus on form instruction in the Colombian context.
The current review offers an analysis of the prevailing literature on teacher learning in languag... more The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers’ prior cognitions and learning experiences, highlighting the benefits of collaborative work and communities of practice, and adapting and innovating within the social constraints of their teaching context.
Este artículo busca generar reflexión sobre una alternativa en la educación y capacitación de pro... more Este artículo busca generar reflexión sobre una alternativa en la educación y capacitación de profesores de inglés en Colombia. El autor afirma que se debe promover un balance entre un enfoque micro y un enfoque macro en la educación de profesores de inglés de manera que puedan tener oportunidades para la capacitación en habilidades discretas para la enseñanza de este idioma (v.g. dar instrucciones y verificar comprensión) junto con oportunidades para desarrollar habilidades más complejas (v.g. razonar, reflexionar e inferir) derivadas de bases teóricas y de las experiencias propias de los docentes. Inicialmente, se presenta una descripción de algunas estrategias predominantes en la formación docente, seguido por una descripción más detallada de algunos puntos de vista de la enseñanza y de los enfoques utilizados en la formación de docentes. Finalmente, se discuten las implicaciones y se ofrecen sugerencias para promover un enfoque balanceado y hacerlo explícito en el diseño e imple...
This article offers a review of 25 empirical studies to identify the areas and findings of profes... more This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teacher...
This article explores the dimensions of form, meaning and use from the perspective of the English... more This article explores the dimensions of form, meaning and use from the perspective of the English passive voice in two ELT coursebooks. It is claimed that each dimension is aimed to fulfill a specific function in language teaching. Thus, to overlook any of them would be to deprive learners of an important aspect of language and so render them ill-equipped to communicate in the target language. An analysis of two ELT coursebooks revealed that although one of themprovides explicit reference to form and to some extent meaning and use, the other moves progressively away from form and focuses more on meaning and use. It is concluded that analyses of the same kind with other grammar structures and other ELT coursebooks should be conducted to raise more awareness of the relevance of these three dimensions of grammar in language teaching.
Even though assessment constitutes an essential component of any educational process, pre-service... more Even though assessment constitutes an essential component of any educational process, pre-service and in-service teachers at large seem to ignore its multiple implications and manifestations. Assessment continues to be regarded mainly as the summative evaluation which informs teachers of students´ success or failure in their learning process based on a numeric scale. This narrowed approach may be due in part to the lack of preparation and training both in teacher education programs and professional development programs. It is the aim of this paper thus to raise awareness of the relevance of Assessment Literacy (henceforth AL) in the field of English language teaching by re-examining some definitions of assessment, reviewing various studies in the area, analysing some models and alternatives for the evaluation and development of AL in English language teaching, and finally, offering conclusions and recommendations for the development of AL among prospective and in-service teachers so...
PROFILE Issues in Teachers' Professional Development, 2015
This qualitative descriptive study aimed to ascertain the extent to which classroom management co... more This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers’ classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills.Este estudio cualitativo descriptivo buscó determinar en qué medida el manejo de clase constituye un problema para docentes practicantes de lenguas extranjeras en...
Profile: Issues in Teachers´ Professional Development, 2018
This review examines studies in the area of classroom management in foreign language education. I... more This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.
The present article seeks to encourage reflection on the meaning and potential of focus on form i... more The present article seeks to encourage reflection on the meaning and potential of focus on form instruction as an alternative to improve the foreign language learning and teaching process of young and adult learners in Colombia. Initially, the concept and types of focus on form instruction are introduced, a brief rationale follows and findings from studies in this area are presented. Similarly, this manuscript discusses how this type of instruction might help students of English as a Foreign Language, especially young and adult learners, to communicate successfully as they gain knowledge of English linguistic forms. Finally, peda-gogical implications are discussed and suggestions are offered regarding the use of focus on form instruction in the Colombian context. Keywords: English linguistic forms, focus on form instruction, foreign language learning and teaching. Este artículo busca motivar una reflexión alrededor del significado y el potencial de la instrucción centrada en la forma, como una alternativa para mejorar el proceso de ense-ñanza-aprendizaje de lenguas extranjeras en aprendices jóvenes y adultos en Colombia. Inicialmente, se presentan el concepto y los tipos de instrucción centrados en la forma, seguidos de una breve justificación para esta instrucción, junto con lo que algunos estu-dios en esta área han revelado. De igual manera, se discute cómo este tipo de instrucción puede ayudar a los estudiantes de inglés como lengua extranjera, especialmente a los Artículos de reflexIón
This qualitative descriptive study aimed to ascertain the extent to which classroom management co... more This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers' classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills. Este estudio cualitativo descriptivo buscó determinar en qué medida el manejo de clase constituye un problema para docentes practicantes de lenguas extranjeras en un programa de licenciatura en inglés en una universidad pública Colombiana. El estudio buscó identificar los desafíos de manejo de clase, el enfoque para afrontarlos, y las alternativas para mejorarlos. Los resultados revelaron que el manejo de clase es un problema serio que va desde condiciones inadecuadas del salón hasta actos explícitos de indisciplina. Establecer reglas y consecuencias por indisciplina fueron el principal enfoque de manejo de clase mientras que mayor contacto con sitios de práctica y aprender de otros con experiencia fueron alternativas de mejoramiento. Palabras clave: docentes practicantes, educación docente, lengua extranjera, manejo de clase.
The present article seeks to encourage reflection on the meaning and potential of focus on form i... more The present article seeks to encourage reflection on the meaning and potential of focus on form instruction as an alternative to improve the foreign language learning and teaching process of young and adult learners in Colombia. Initially, the concept and types of focus on form instruction are introduced, a brief rationale follows and findings from studies in this area are presented. Similarly, this manuscript discusses how this type of instruction might help students of English as a Foreign Language, especially young and adult learners, to communicate successfully as they gain knowledge of English linguistic forms. Finally, pedagogical implications are discussed and suggestions are offered regarding the use of focus on form instruction in the Colombian context.
The current review offers an analysis of the prevailing literature on teacher learning in languag... more The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers’ prior cognitions and learning experiences, highlighting the benefits of collaborative work and communities of practice, and adapting and innovating within the social constraints of their teaching context.
Este artículo busca generar reflexión sobre una alternativa en la educación y capacitación de pro... more Este artículo busca generar reflexión sobre una alternativa en la educación y capacitación de profesores de inglés en Colombia. El autor afirma que se debe promover un balance entre un enfoque micro y un enfoque macro en la educación de profesores de inglés de manera que puedan tener oportunidades para la capacitación en habilidades discretas para la enseñanza de este idioma (v.g. dar instrucciones y verificar comprensión) junto con oportunidades para desarrollar habilidades más complejas (v.g. razonar, reflexionar e inferir) derivadas de bases teóricas y de las experiencias propias de los docentes. Inicialmente, se presenta una descripción de algunas estrategias predominantes en la formación docente, seguido por una descripción más detallada de algunos puntos de vista de la enseñanza y de los enfoques utilizados en la formación de docentes. Finalmente, se discuten las implicaciones y se ofrecen sugerencias para promover un enfoque balanceado y hacerlo explícito en el diseño e imple...
This article offers a review of 25 empirical studies to identify the areas and findings of profes... more This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teacher...
This article explores the dimensions of form, meaning and use from the perspective of the English... more This article explores the dimensions of form, meaning and use from the perspective of the English passive voice in two ELT coursebooks. It is claimed that each dimension is aimed to fulfill a specific function in language teaching. Thus, to overlook any of them would be to deprive learners of an important aspect of language and so render them ill-equipped to communicate in the target language. An analysis of two ELT coursebooks revealed that although one of themprovides explicit reference to form and to some extent meaning and use, the other moves progressively away from form and focuses more on meaning and use. It is concluded that analyses of the same kind with other grammar structures and other ELT coursebooks should be conducted to raise more awareness of the relevance of these three dimensions of grammar in language teaching.
Even though assessment constitutes an essential component of any educational process, pre-service... more Even though assessment constitutes an essential component of any educational process, pre-service and in-service teachers at large seem to ignore its multiple implications and manifestations. Assessment continues to be regarded mainly as the summative evaluation which informs teachers of students´ success or failure in their learning process based on a numeric scale. This narrowed approach may be due in part to the lack of preparation and training both in teacher education programs and professional development programs. It is the aim of this paper thus to raise awareness of the relevance of Assessment Literacy (henceforth AL) in the field of English language teaching by re-examining some definitions of assessment, reviewing various studies in the area, analysing some models and alternatives for the evaluation and development of AL in English language teaching, and finally, offering conclusions and recommendations for the development of AL among prospective and in-service teachers so...
PROFILE Issues in Teachers' Professional Development, 2015
This qualitative descriptive study aimed to ascertain the extent to which classroom management co... more This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers’ classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills.Este estudio cualitativo descriptivo buscó determinar en qué medida el manejo de clase constituye un problema para docentes practicantes de lenguas extranjeras en...
Profile: Issues in Teachers´ Professional Development, 2018
This review examines studies in the area of classroom management in foreign language education. I... more This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.
The present article seeks to encourage reflection on the meaning and potential of focus on form i... more The present article seeks to encourage reflection on the meaning and potential of focus on form instruction as an alternative to improve the foreign language learning and teaching process of young and adult learners in Colombia. Initially, the concept and types of focus on form instruction are introduced, a brief rationale follows and findings from studies in this area are presented. Similarly, this manuscript discusses how this type of instruction might help students of English as a Foreign Language, especially young and adult learners, to communicate successfully as they gain knowledge of English linguistic forms. Finally, peda-gogical implications are discussed and suggestions are offered regarding the use of focus on form instruction in the Colombian context. Keywords: English linguistic forms, focus on form instruction, foreign language learning and teaching. Este artículo busca motivar una reflexión alrededor del significado y el potencial de la instrucción centrada en la forma, como una alternativa para mejorar el proceso de ense-ñanza-aprendizaje de lenguas extranjeras en aprendices jóvenes y adultos en Colombia. Inicialmente, se presentan el concepto y los tipos de instrucción centrados en la forma, seguidos de una breve justificación para esta instrucción, junto con lo que algunos estu-dios en esta área han revelado. De igual manera, se discute cómo este tipo de instrucción puede ayudar a los estudiantes de inglés como lengua extranjera, especialmente a los Artículos de reflexIón
This qualitative descriptive study aimed to ascertain the extent to which classroom management co... more This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers' classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills. Este estudio cualitativo descriptivo buscó determinar en qué medida el manejo de clase constituye un problema para docentes practicantes de lenguas extranjeras en un programa de licenciatura en inglés en una universidad pública Colombiana. El estudio buscó identificar los desafíos de manejo de clase, el enfoque para afrontarlos, y las alternativas para mejorarlos. Los resultados revelaron que el manejo de clase es un problema serio que va desde condiciones inadecuadas del salón hasta actos explícitos de indisciplina. Establecer reglas y consecuencias por indisciplina fueron el principal enfoque de manejo de clase mientras que mayor contacto con sitios de práctica y aprender de otros con experiencia fueron alternativas de mejoramiento. Palabras clave: docentes practicantes, educación docente, lengua extranjera, manejo de clase.
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