An investigation into CLIL-related sections of EFL coursebooks : issues of CLIL inclusion in the publishing market

The current ELT global coursebook market has embraced CLIL as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper I investigate how CLIL is included in ELT coursebooks aimed at teenaged learners, available to teachers in Argentina. My study is based on the content analysis of four series which include a section advertised as CLIL-oriented. Results suggest that such sections are characterised by (1) little correlation between featured subject specific content and school curricula in L1, (2) oversimplification of contents, and (3) dominance of reading skills development and lower-order thinking tasks. Through this study, I argue that CLIL components become superficial supplements rather than a meaningful attempt to promote weak forms of bilingual education

Teaching english to a blind student at a public school

Este proyecto de grado se basó en la implementación de material de audio y braille como herramientas de enseñanza del inglés con una estudiante invidente. Durante este proceso se llevó a cabo ocho sesiones de clase que consideraron las necesidades de la estudiante y su derecho a ser incluida dentro de un aula de clase regular. La participante fue una niña de grado quinto de una institución educativa pública de la ciudad de Pereira. Ella estuvo expuesta a las habilidades de habla y escucha a través del uso del sistema braille. Como resultado, el uso de braille, audios y diálogos, así como también el diseño y la acomodación de material para las clases, permitieron la inclusión de la estudiante con discapacidad visual dentro del aula regular de clases

A bibliometric analysis on material adaptation design for elt contexts

El siguiente análisis bibliométrico busca revisar algunos de los trabajos realizados en el campo del material didáctico de la lengua inglesa, en concreto, sobre cómo los profesores de inglés adaptan, diseñan o evalúan sus materiales didácticos. Para evaluar la información, se implementó una rúbrica que compacta algunas características específicas con el fin de filtrar los documentos más adecuados que se encuentran en bases de datos como BASE, Oxford, Taylor & Francis Online, en revistas como Profile: Issues in Teachers’ professional Development, HOW y bibliotecas de universidades colombianas como Repositorio de tesis UTP. Por otro lado, los aspectos incluidos en los criterios están relacionados con el tipo de documentos analizados, el número mínimo de conceptos que estos contenían y el entorno en el que se realizaron los estudios. El propósito de esta monografía es revisar y exponer la información existente sobre la adaptación, el desarrollo y la evaluación de materiales en contextos de ELT, así como sus características, tipos y pautas; esta literatura puede ser útil para los educadores de inglés en su ejercicio de enseñanza.The following bibliometric analysis seeks to review some of the works made in the field of the English Language Teaching material, specifically, on how English teachers adapt, design or evaluate their teaching aids. To assess the information, a rubric that compacts some specific features was implemented in order to filter the most suitable documents found in databases like BASE, Oxford, Taylor & Francis Online, in journals such as Profile: Issues in teachers' professional Development, HOW, and libraries from Colombian universities such as Repositorio de tesis UTP. On the other hand, the aspects included in the criteria are related to the type of documents analyzed, the minimum number of concepts that these contain, and the setting in which the studies were carried. The purpose of this monograph is to review and report existing information on material adaptation, development, and evaluation in ELT contexts, as well as their features, types, and guidelines; this literature might be helpful for English educators in their teaching exercise.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésTable of Content Justification 10 Objectives 15 General Objective 15 Specific Objectives 15 Theoretical Framework 15 Conceptual Framework 15 Material Design 16 Considerations of Material Design 17 Types of Material Design 19 How to Design Material 20 Material Adaptation 22 Importance of Adapting Material in EFL Classes 22 How to Adapt Material in EFL Classes 24 Literature Review 27 Methodology 32 Type of Research 32 Type of Study 32 Context 32 Technique 32 Setting up the Premises 33 Searching for and Gathering Documents from Databases and Journals 34 Establishing Criteria for Filtering the Documents 38 Pilotage Process 39 Keywords for Doing the Search 40 Keywords to Consider from the Documents 40 Chapter 1 - Theoretical Foundations 42 Materials 42 Characteristics of Effective Materials 43 Types of Materials 44 Teaching Materials 45 Coursebooks 45 Authentic Material 46 Material Development 49 Limitations in Material Development 50 Material Adaptation 52 Limitations in Material Adaptation 53 Material Evaluation 54 Chapter 2: Practical Aspects 55 Material Development 55 Considerations for Developing Materials 55 Guidelines for Developing Materials 58 Material Adaptation 60 Considerations for Adapting Materials 60 Guidelines for Adapting Materials 61 Material Evaluation 64 Considerations and Criteria for Evaluating Materials 64 Guidelines for Evaluating Materials 66 Chapter 3: Culture and ELT Materials 69 Relevant Concepts 69 Types of Culture 70 Materials and Culture 71 Interculturality 72 Stereotypes 73 Problematic Aspects of Including Culture in ELT Materials 74 Stereotypes Predominance 75 Inner Circle 76 Challenges for Teachers 77 Benefits and Recommendations for the Inclusion of Culture in the ELT Materials 77 Benefits of Addressing Local and Foreign Cultures in ELT Materials 77 Recommendations to Include Culture in ELT Materials 78 Conclusions 82 Implications 88 Limitations 88 References 8

Promoting learner autonomy through EFL textbook: the textbook facilitation and the students’ and teacher’s perceptions

Studies on learner autonomy (LA) in EFL learning have been widely reported. However, the promotion of LA through EFL textbooks in Indonesia remains under-explored. This study investigated the extent to which the EFL textbook Erlangga Straight Point Series (ESPS) facilitates LA, the students’ perceptions of the textbook in promoting LA, and the teacher's perceptions of LA facilitation in the textbook contributing to EFL learning. This study employed quantitative and qualitative research designs involving 20 EFL students and an EFL teacher at a private Islamic senior high school in Bengkulu, Indonesia. The data were garnered from the textbook evaluation, the student questionnaires, and the teacher interview. The corpus data were analyzed through the framework by Nunan (1997), the questionnaires were through percentage calculation, and the interview results were through thematic analysis. The results showed that LA is not optimally facilitated in task sections of the textbook. Moreover, the students perceived the textbook only supported LA through the principles of classroom activities, self-assessment, and self-reflection. Meanwhile, the teacher positively perceives LA, but institutional support for its implementation is unavailable. This study implies the pivotal roles of all stakeholders in education to support autonomous learners through EFL textbooks

Novice Teachers and Native-Speakerism: Identity Recognition on Teacher for English as An International Language

The study aims to explore three novice teachers' perception towards English native-speakerism for the exploration of English as an International Language (EIL). The concern towards English native-speakerism, preferring the English variations from its native background, in the practice of teaching English as a Foreign Language (EFL) has become the central issue, especially in Indonesia. It is not aligned with the idea of EIL which foster the process of producing competent users of English through the inclusion of local cultural-based items. The case study design will be utilized in the research using the pre-interview, document analysis, and post-interview as the instrument for data collection of novice teachers' perception of local and nativized exposure. The study discovers that all collaborated novice teachers set an agreement to support the local cultural-based inclusion in practice yet support the inclusion of standardized English for teaching pattern and pronunciation. The findings show how the teachers have acknowledged the inclusion of local exposure to maximize the endeavor for students to be competent users of English. The discussion still relies on making the local cultural-based items in teaching practices viable and proposes Englishes in the teaching to lessen the native-speakerism

Implementing a collaborative writing workshop using Google Docs in a bilingual high school

La escritura colaborativa ha sido ampliamente investigada debido a sus efectos en el desarrollo de las habilidades de escritura de los estudiantes. Sin embargo, existen pocos estudios en Colombia sobre su implementación utilizando aplicaciones de procesamiento de texto en línea como Google Docs. Esta plataforma en particular contiene características que pueden ser utilizadas para facilitar la escritura colaborativa en las aulas de idiomas. El presente proyecto de aula tuvo como objetivo la enseñanza utilizando Google Docs para mejorar el rendimiento de escritura en inglés de los estudiantes de una institución pública bilingüe en Pereira, Colombia. Así, se utilizó la escritura colaborativa como metodología de enseñanza con estudiantes de undécimo grado para implementar un taller de diez lecciones para la composición de textos descriptivos. Los datos se recolectaron a través de instrumentos como los diarios de los docentes, las observaciones de clase, la composición de texto de los estudiantes y una encuesta de percepción. Los resultados mostraron el desarrollo de la competencia de escritura en inglés de los estudiantes y también proporcionaron información sobre el uso de este enfoque para enseñar habilidades de composición. Además, los docentes-practicantes que llevaron a cabo el proceso de ejecución de este proyecto de aula mejoraron sus habilidades docentes a la hora de promover la escritura. Adicionalmente, los estudiantes percibieron Google Docs como una herramienta manejable para utilizar en su proceso de aprendizaje. Por último, los resultados obtenidos mostraron mejoras en la escritura y las habilidades interpersonales de los alumnos, lo que ilustra la pertinencia y eficacia del uso de tecnologías y métodos de enseñanza innovadores en la escritura.Collaborative writing has been extensively researched due to its effects on the development of students’ writing skills. Nonetheless, there are few studies in Colombia on its implementation using online word-processing applications such as Google Docs. This platform in particular contains features that can be used to facilitate collaborative writing in language classrooms. The present classroom project aimed at using Google Docs to improve students’ writing performance in English at a bilingual public institution in Pereira, Colombia. Thus, collaborative writing was used as the teaching methodology with eleventh-grade students to implement a ten-lesson workshop for the composition of descriptive texts. Data was collected through instruments such as teacher journals, class observations, students’ artifacts, and a student perception survey. The findings showed the development of learners’ writing proficiency in English and also provided insights into the usage of this approach to teaching compositional skills. Furthermore, the teacher-practitioners who conducted the execution process of this classroom project enhanced their teaching skills when it came to promoting writing abilities. In addition, students perceived Google Docs as a manageable tool to use in their learning process. Finally, the results obtained displayed improvements in students' writing and interpersonal skills, illustrating the relevance and effectiveness of using innovative technologies and teaching methods in writing.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésTable of contents Justification................................................................................................................................... 10 Objectives ..................................................................................................................................... 14 Teaching Objectives................................................................................................................. 14 General Objective................................................................................................................ 14 Specific Teaching Objectives.............................................................................................. 15 Learning Objectives................................................................................................................. 15 General Learning Objective ................................................................................................ 15 Specific Learning Objectives .............................................................................................. 15 Theoretical Framework................................................................................................................. 15 Literature Review..................................................................................................................... 16 Conceptual Framework ............................................................................................................ 19 Writing................................................................................................................................. 19 Elements of Writing........................................................................................................ 20 Writing Fluency. ............................................................................................................. 20 Academic Writing ............................................................................................................... 21 Descriptive Writing ............................................................................................................. 22 Writing in EFL .................................................................................................................... 22 Teaching Writing................................................................................................................. 23 Teaching Writing Stages................................................................................................. 23 Approaches to Teaching Writing to English Language Learners................................... 24 Assessment in Writing......................................................................................................... 25 Collaborative Learning........................................................................................................ 26 Collaborative Writing.......................................................................................................... 26 Implementing Collaborative Writing.............................................................................. 27 Stages for Implementing Collaborative Writing............................................................. 27 Interaction in Collaborative Writing............................................................................... 28 The Use of Online Learning Tools...................................................................................... 29 Google Docs........................................................................................................................ 29 Implementing Collaborative Writing Using Google Docs.................................................. 30 Methodology................................................................................................................................. 31 Context ..................................................................................................................................... 31 Setting ...................................................................................................................................... 32 Participants............................................................................................................................... 32 Students’ Profile .................................................................................................................. 32 Practitioners......................................................................................................................... 33 Instructional Design ................................................................................................................. 33 Methodological Approach................................................................................................... 33 Implementation.................................................................................................................... 34 Assessment and Reflection.................................................................................................. 36 Data Collection Instruments..................................................................................................... 37 Teachers’ Journals............................................................................................................... 37 Class Observations .............................................................................................................. 37 Students’ Artifacts............................................................................................................... 38 Student Perception Survey .................................................................................................. 38 Results........................................................................................................................................... 39 Linguistic Outcomes ................................................................................................................ 39 Enhanced Writing Competence through Collaborative Writing ......................................... 39 Work Division and Interaction ............................................................................................ 44 Peer Feedback and Metalinguistic Awareness Enhancement ............................................. 45 Students' Responses ................................................................................................................. 48 Interpersonal Skills and Teamwork..................................................................................... 48 Students' Attitudes Toward Collaboration .......................................................................... 49 Students’ Attitudes Towards the Use of Google Docs for Collaborative Writing .............. 52 Professional Growth................................................................................................................. 54 Lesson Planning and Execution........................................................................................... 54 Assessment .......................................................................................................................... 55 Use of Translators and Bilingual Dictionaries .................................................................... 57 Conclusion .................................................................................................................................... 58 Limitations.................................................................................................................................... 59 Pedagogical Implications.............................................................................................................. 60 References..................................................................................................................................... 61 Appendices.................................................................................................................................... 72 Appendix A .............................................................................................................................. 72 Appendix B .............................................................................................................................. 74 Appendix C .............................................................................................................................. 75 Appendix D .............................................................................................................................. 78 Appendix E............................................................................................................................... 7

Self made: a didactic proposal to improve oral competences and boost motivation in the EFL classroom

Despite the dominant communicative approach in the current educational context and the wide range of pedagogical resources available to teachers, the level of oral foreign language proficiency remains generally low among secondary school students. The lack of association between the subject matter and the real world outside the classroom, as well as passive and insufficiently meaningful activities often lead to student demotivation. In order to address these educational shortcomings, the following didactic proposal suggests the exploitation of a television series based on an autobiographical literary work. The project involves the use of authentic material and the inclusion of relevant social issues in order to design meaningful activities that enhance the students' oral skills and actively involve them in the learning process

El libro de texto de inglés. Tensiones desde una perspectiva intercultural

This review article addresses tensions, critiques and trends that are still latent in mainstream research on English textbooks that have looked at their intercultural aspects, which need to be explored from the perspective of critical interculturality to resist the instrumental, regulatory, homogenizing and commercial nature of textbooks developed by foreign and local publishing houses. The manuscript firstly elaborates on the textbook as an object of research; secondly, it discusses critical analysis of the content of textbooks; and thirdly, the text concludes by pondering critical interculturality, as a decolonial alternative, to make possible the construction of criteria of being, knowledge and power to orient the development of the English textbook, and move away from a de-contextualised textbook toward a desirable contextualised one. This article encompasses the state of the art supporting an ongoing research study on the English textbook from the perspective of critical interculturality that is being conducted within the doctoral programme1 in Education at Universidad Pedagógica and Tecnológica de Colombia (UPTC), conducted during 2014-2018, and supported by Universidad Externado de Colombia, Bogotá.             Key words: English textbook, critical analysis, interculturality, critical interculturality 1 Decolonising the English Textbook: A Venture from Critical InterculturalityEste artículo de revisión reporta las tensiones, críticas y tendencias latentes en el perfil de la investigación sobre los aspectos interculturales en los libros de texto de inglés, que necesitan indagarse desde la perspectiva de la interculturalidad crítica para resistir la naturaleza instrumental, regulatoria, homogeneizante y comercial de los textos producidos por editoriales foráneas y locales.  El documento, en primer lugar, justifica el libro de texto como objeto de estudio; en segundo lugar, discute el análisis crítico de contenido de los libros de texto; y, en tercera instancia, concluye con la reflexión sobre la interculturalidad crítica, como alternativa decolonial, para posibilitar la construcción de criterios del ser, el saber y el poder que orienten el desarrollo del libro de texto deseable y contextualizando. El artículo corresponde al estado del arte de una investigación en curso acerca del libro de texto desde la perspectiva intercultural crítica, que se está realizado dentro del marco del doctorado en Educación de la Universidad Pedagógica y Tecnológica de Colombia (UPTC), con el apoyo por la Universidad Externado de Colombia, durante el período comprendido entre 2014-2018.             Palabras clave: Libro de texto de inglés, análisis crítico, interculturalidad, interculturalidad crític

Throwing away the textbook: a process drama approach to teaching ESL in China

The author considers the effectiveness of process drama as a pedagogical method and questions the difference between process drama and the kinds of role-play commonly used in ESL classes. Adopting a process drama methodology the author delivered two Oral English courses for undergraduate students and at the conclusion of the course invited the students to evaluate their learning in the form of a focus group. The results of the research suggest that there are distinct advantages to using a process drama approach to teaching oral English. Students on the course not only improved their self-confidence and operational performance but also exhibited behaviours commonly attributed to autonomous learners. They were also able to identify these improvements in themselves and engage in goal setting for future learning

Characterising the challenges and responses of Ecuadorian universities to recent EFL language policy changes : a mixed methods study

In 2010, Article 124 of the new Ecuadorian Higher Education Law stipulated that university students need to master a foreign language as a requirement for graduation. Subsequent regulations specified that this requirement had to be a B1 level, based on the Common European Framework of Reference (CEFR). To identify the responses, challenges and tensions that universities experienced in complying with the requirements of Article 124, an explanatory sequential mixed methods study was conducted. This comprised a survey that was administered to language centre Directors, EFL teachers and EFL students in 14 universities located in 10 different cities in the country, in-depth interviews conducted with teachers, and focus group interviews with students from 3 universities. Results of this research showed that responses of participating universities focused mainly on their physical and information and communications technology (ICT) infrastructure development, and less on pedagogy and management due to dependence on the use of overseas textbooks and the adoption of the Common European Framework language indicators as the proposed EFL outcomes for ELT programmes. Challenges faced by university stakeholders included lack of budget for infrastructure and ICT improvement, effective ICT integration, identification of a target EFL language level, and a lack of status of English in the participating universities. Out of these responses and challenges, tensions emerged related to teaching qualifications and access to appropriate institutional resources for teachers. Using Mahboob and Tilakaratna’s (2012) Principles-Based Approach for English Language Teaching Policies and Practices as a lens through which to analyse EFL language policy, the study found that the principles of collaboration, alignment and transparency were not sufficiently realised and there was a lack of evidence and empowerment among Ecuadorian universities. Thus, the study proposes a more contextualised and consensual approach to formulating EFL language policy, in which English can be integrated into institutional processes that promote globalisation and the internationalisation of universities