3 research outputs found
Editorial Enletawa Journal 10.2
This new edition of ENLETAWA JOURNAL includes articles on how communication is carried out in the EFL classroom, as well as the use of literature to foster foreign language learning. Additionally, we have included a special section on creative writing at the end. This segment is an enticing complement to this volume, and it provides a space in which the author shares one of his historical fiction stories with the community
Read with Me: Celebrating our Local Literacies
The following literary works were presented at the "Read with me: Celebrating our Local Litercies" event
held by Enletawa Journal on August 27, 2021. When discussing literacy, Freire gave us a look at the depth of
the concept when he said, "If we think of education as an act of knowing, then reading has to do with
knowing. The act of reading cannot be explained as merely reading words since every act of reading words
implies a previous reading of the world and a subsequent rereading of the world" (1986, p. 18). Therefore,
literacy is much more than the act of reading and writing words. It is the act of conciously reading the
World. If litercy involves reading the World, then it also includes understanding our history and culture, and
if possible, contributing to its negotiation and transformation. As Nieto-G贸mez and Clavijo-Olarte (2020)
mentioned, "Teachers and students can become researchers that use language to question and produce texts
informed by their own reality" (p. 31). Hence, literacy gives us the power to become creators of our own
World
Describing the effect of cultura hispanoamericana course on the Licenciatura en Biling眉ismo con 脡nfasis en Ingl茅s students in terms of interculturality and professional development
Progresivamente, la interculturalidad ha tomado un papel protag贸nico en la educaci贸n biling眉e ya que se ha reconocido que en este tipo procesos, el desarrollo ling眉铆stico va acompa帽ado de una dimensi贸n intercultural. Sin embargo, en la pr谩ctica, se ha encontrado c贸mo varios docentes de lengua no incluyen aspectos culturales en sus clases o, en caso de hacerlo, los incorporan desde una perspectiva superficial y congratulatoria que imposibilita la comprensi贸n cr铆tica de una cultura. Adem谩s, una vez se abordan los contenidos culturales, estos tienden a centrarse en la segunda cultura, dejando de lado la oportunidad de los estudiantes de explorar y comprender su cultura profunda, perpetuando as铆 realidades y estructuras injustas del contexto. Esta investigaci贸n describe los procesos pedag贸gicos e interculturales de un contexto educativo caracterizado por su 茅nfasis en la cultura nativa desde una perspectiva descentralizada y profunda.
Este estudio, enmarcado en un paradigma descriptivo-cualitativo, se realiz贸 en el curso de una Licenciatura en Biling眉ismo con 脡nfasis en Ingl茅s. Los datos fueron recopilados de observaciones en el aula, cuestionarios al principio y al final del proceso pedag贸gico y entrevistas semiestructuradas, todo lo cual se analiz贸 utilizando un enfoque de an谩lisis de contenido