Motivational and demotivational factors, as well as identifying prominent strategies for adult English learners of the educational entity Fundación Intercultura Bogotá. D.C.

El presente estudio de investigación tiene como propósito determinar los factores que estimulan el aprendizaje en inglés para identificar estrategias comunicativas de interés para los estudiantes de la institución educativa Fundación Intercultura en Bogotá. A partir de su involucramiento, y de las relaciones que existen en correspondencia con la identificación de la motivación, enfatizando los factores intrínsecos, extrínsecos y distractores, se utilizaron los elementos principales para proponer un estudio que permitiera analizar y reflexionar sobre cómo resaltar el interés en las clases de inglés, así como formular una metodología y hacer recomendaciones. La investigadora Bilbao, C. (2017), destaca y reafirma lo postulado por otros autores respecto a la influencia de los factores motivacionales en el desarrollo de los currículos escolares y universitarios ya que tanto los docentes como los estudiantes de inglés están capacitados en el manejo de competencias. Está en línea con lo que se pretende reducir los impactos negativos de las emociones en el aprendizaje del inglés. En consecuencia, los docentes deben tomar conciencia del manejo de las emociones positivas para fortalecer la motivación en las clases de inglés. Deben promoverlos con didácticas y actividades diseñadas de acuerdo con los intereses y estilos de aprendizaje de los estudiantes para que los resultados de aprendizaje sean más efectivos. Esto nos permitirá transmitir recomendaciones para fortalecer el uso de las herramientas TIC para demostrar las ventajas que ofrecen a los estudiantes y docentes. Finalmente, serán conscientes de que los docentes pueden mejorar sus estrategias didácticas y pedagógicas. Palabras clave: Motivación, estrategias, aprendizaje, herramientas TIC, desmotivación.This exploratory study aims to identify communicative strategies of interest to the students of Fundación Intercultura in Bogota that stimulate learning in English. Based on their involvement and the relationships between them, emphasizing intrinsic, extrinsic, and distracting factors, the main elements were used to suggest a study that would analyze and reflect on how to raise interest in English classes, formulate a methodology, and make recommendations. The researcher Bilbao, C. (2017) highlights and reaffirms what has been postulated by other authors regarding the influence of motivational factors in the development of school and university curricula since both teachers and students of English are trained in managing competitions. She is in line with what is intended to reduce the negative impacts of emotions on learning English. Consequently, teachers must become aware of managing positive emotions to strengthen motivation in English classes. They must promote them with didactics and activities designed according to the interests and learning styles of the students so that the learning results are more effective. This allows us to transmit recommendations to strengthen the use of ICT tools to demonstrate the advantages they offer to students and teachers. Finally, they will be aware that teachers can improve their didactic and pedagogical strategies. Keywords: Motivation, demotivation, strategies, adult learning, ICT tools

Digital Technologies for Teaching English as a Foreign/Second Language: a collective monograph

Колективна монографія розкриває різні аспекти використання цифрових технологій у навчанні англійської мови як іноземної/другої мови (цифровий сторітелінг, мобільні застосунки, інтерактивне навчання і онлайн-ігри, тощо) та надає освітянам і дослідникам ресурс для збагачення їхньої професійної діяльності. Окрема увага приділена цифровим інструментам для впровадження соціально-емоційного навчання та інклюзивної освіти на уроках англійської мови. Для вчителів англійської мови, методистів, викладачів вищих закладів освіти, науковців, здобувачів вищої освіти

Intercultural subjectivities of the everyday: a study of Australian school kids

This three-year longitudinal study of kids aged 9 to 12 reveals how interculturality and subjectivities are shaped and negotiated simultaneously in informal spaces through cultural knowledge exchanged in both minor and substantial ways. Findings enrich future theorisation regarding primary school-aged kids\u27 intercultural subjectivities and the everyday spaces of childhood.<br /

Discovering the New Place of Learning

The book explores the potential of learning outside the traditional classroom when students gain real-world experiences in a variety of contexts and public spaces such as built, natural and virtual landscapes, museums, heritage sites, science centres and community venues. The authors of the book promote and put the flexible and ‘plastic’ concept of a place of learning into action by including physical geographical location, digital, virtual and textual spaces into the analysis. The book illuminates the importance of innovative educational strategies in connecting formal, non-formal and informal education – experiential learning in museums, heritage places and communities, inquiry-based pedagogy, digital storytelling, environmental online games, narrative geographies, and the use of geospatial technologies

Community library programs that work: Building youth and family literacy

A collection of versatile best practices for promoting literacy development by utilizing local community connections in school and public libraries. This book provides a fresh approach to learning as well as guidelines for creating dynamic and relevant library programs for children, teens, and families. Organized thematically, each chapter includes relevant topical research and three to eight community-focused approaches. Programs range from small, single-library initiatives in rural communities to multi-site, cross-border initiatives. This resource includes collaborative and locally inspired programs, many of which can be scaled to the budget of any library, school, or community organization

CeTEAL News, July/August 2017

https://digitalcommons.coastal.edu/ceteal-news/1013/thumbnail.jp

Study abroad: perspectives on transitions to adulthood

The Irish immrama literary style seems the most appropriate way to represent student narratives based on their study abroad experiences in Ireland. The chapters containing the immrama of students are an ethnographic experiment in which the reflexivity students demonstrated through the interview process is presented in narrative form. This writing style provides the context for the examination of issues related to academic aspirations, professional, and personal wandering, and how study abroad experiences and tourism behaviour contribute to the transition to adulthood. The immrama are located in the evennumbered chapters. Daily challenges and student-organised travel experiences that develop as part of a study abroad have the potential to transform the participants. Eight months of fieldwork in the Republic of Ireland during the 2008/9 academic year revealed the types of activities students independently organised during their period as educational tourists in an international context and the nature of the learning outcomes. The most reported outcome of their sojourn was increased self-confidence. Wandering among academic settings, geographic locations, and social interactions resulted in the development of intercultural competences and the shift in frames of reference. Chapter 3 recounts the theoretical and epistemological basis for this thesis. Anthropology provides the basis for discussion of adulthood, liminality, and the development of friendship through learning opportunities inherent in study abroad programmes. Andragogical theories identify and define adult learning as independent and student-directed. This approach allows for discussion of learning such as intercultural competences, the outcomes of studying abroad, settings that foster personal development, experiences that transform students, and learning as a transition to adulthood. Chapters 5 and 7 examine the opportunities for learning and personal development that result from independent travel. Students developed friendship groups by living and travelling together. The establishment of friendship networks facilitated intercultural competences through interactions with other international students and the travel that they undertook together. Students did not think of themselves as tourists in Limerick, but did when travelling on the continent. At other times, they needed to host guests who came to visit. Study abroad was not without risks associated with credit for courses taken, personal risks associated with travel, and online risks in the use of social media. Travel and overcoming challenges resulted in the development of a sense of self-confidence and self-reliance. Students felt they learned more from travelling than they did in their courses. Chapter 9 presents the methodology that was established to conduct this research and the strategies used to collect data. The multi-sited field combined with multiple methods of data collection yielded a rich set of data. This writer participated in the activities with students during the fieldwork period, becoming an observant wanderer. Data collection was designed to elicit students’ points of view about the value and challenges of the experience. Educational ethnography in the future will need to consider issues relating to multisited ethnography, the researcher as a primary site, and autoethnography. The relationship between the students and the observer became important because as memory, storytelling and writing revealed the power of reflexivity, the ethnographer was challenged to represent the intertextuality of the process. Chapter 10 identifies the implications of methodological positioning: the importance of wandering as a legitimate strategy for learning, accounting for intertextuality in fieldwork and analysis, and the need to reconceptualise the educational ethnographic field