Inquiring EFL teacher educators’ beliefs regarding interculturality in two undergraduate english language teaching programs in Colombia.

Trujillo Diaz, Laura Manuela

dc.contributor.advisor	Moreno García, Nohora Patricia	spa
dc.contributor.author	Trujillo Diaz, Laura Manuela	spa
dc.date.accessioned	2020-08-28T15:19:59Z
dc.date.available	2020-08-28T15:19:59Z
dc.date.issued	2020
dc.identifier.uri	http://hdl.handle.net/20.500.12209/12382
dc.description.abstract	Esta tesis de maestría presenta un proyecto de investigación cualitativa y descriptiva cuyo objetivo fue analizar cómo se reflejan las creencias con respecto a la interculturalidad en las prácticas de enseñanza de los educadores de docentes de inglés como lengua extranjera. El estudio de investigación se desarrolló con 6 participantes -educadores de docentes- de dos programas de pregrado de enseñanza de inglés en dos universidades públicas de Colombia. El proceso de recolección de datos se llevó a cabo a través de tres instrumentos: cuestionarios en línea, entrevistas semiestructuradas y notas de campo. El análisis de los datos permitió la identificación de cuatro grupos de creencias: la interculturalidad como conocimiento; la interculturalidad y la competencia comunicativa; el desarrollo de la interculturalidad a través de la inmersión y / o contacto directo con la cultura extranjera y; la interculturalidad como un medio para tratar con la otredad. Al final, se concluyó que estas creencias se ven reflejadas en los temas que los formadores de docentes incluyen en sus lecciones y, como consecuencia, en los materiales y actividades que seleccionan y desarrollan con sus estudiantes también, así como en la forma en que abordan las discusiones resultantes de estos procesos. Además, en la forma en que tratan con la otredad no solo relacionada con el idioma de destino sino dentro de sus aulas.	spa
dc.format.mimetype	application/pdf	spa
dc.language.iso	eng
dc.publisher	Universidad Pedagógica Nacional	spa
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Competencia intercultural	spa
dc.subject	Creencias	spa
dc.subject	Inglés como lengua extranjera	spa
dc.subject	Interculturalidad	spa
dc.subject	Prácticas de enseñanza	spa
dc.subject	Profesores de futuros profesores de Inglés como lengua extranjera	spa
dc.title	Inquiring EFL teacher educators’ beliefs regarding interculturality in two undergraduate english language teaching programs in Colombia.	spa
dc.publisher.program	Maestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francés	spa
dc.subject.keywords	Beliefs	eng
dc.subject.keywords	English as a foreign language	eng
dc.subject.keywords	English language teacher educators	eng
dc.subject.keywords	Intercultural competence	eng
dc.subject.keywords	Interculturality	eng
dc.subject.keywords	Teaching practices	eng
dc.rights.access	Acceso abierto	spa
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.relation.references	APA American Psychological Association (n.d.). Dictionary of Psychology. https://dictionary.apa.org/questionnaire
dc.relation.references	Ayala-Zárate, J., & Álvarez, J. A. (2011). A Perspective of the Implications of the Common European Framework Implementation in the Colombian Socio-cultural Context. Colombian Applied Linguistics Journal. (7), 7-26. https://doi.org/10.14483/22487085.162
dc.relation.references	Bandura, A. (1997). Self-efficacy. Encyclopedia of human behavior. Stanford University. Academic Press. Freeman. https://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf
dc.relation.references	Bernabé-Villodre, M. M. (2012). Pluriculturalidad, multiculturalidad e interculturalidad, conocimientos necesarios para la labor docente. Hekademos Revista Educativa Digital. (11), 67-76. http://www.hekademos.com/hekademos/media/articulos/11/Hekademos_N11.pdf
dc.relation.references	Bernard, H. Russell. (2017). Research methods in anthropology: Qualitative and quantitative approaches. Rowman & Littlefield. AltaMira Press.
dc.relation.references	Buttjes, D., & Byram, M. (1991). Mediating Languages and Cultures: towards an intercultural theory of foreign language education. Clevedon: Multilingual Matters. https://doi.org/10.1017/S0272263100010731
dc.relation.references	Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Council of Europe. https://rm.coe.int/16802fc1c3
dc.relation.references	Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters. http://www.multilingual-matters.com/display.asp?K=9781853593772
dc.relation.references	Byram, M.; Morgan, C. et al. (1994). Teaching-and-Learning Language and Culture. Clevedon: Multilingual Matters. http://www.multilingual-matters.com/display.asp?K=9781853592119
dc.relation.references	Byram, M. & Risager, K. (1999). Language Teachers, Politics and Cultures. Clevedon: Multilingual Matters. http://www.multilingual-matters.com/display.asp?K=9781853594410
dc.relation.references	Byram, M. & Fleming, M. (1998). Language learning in intercultural perspective: approaches through drama and ethnography. Cambridge University Press.
dc.relation.references	Canfield, M. (2011). Field Notes on Science & Nature. Harvard University Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674057579
dc.relation.references	Carreño, L. (2018). Promoting Meaningful Encounters as a way to Enhance Intercultural Competences. Colombian Applied Linguistics Journal 20(1), pp. 120-135. https://doi.org/10.14483/22487085.11987
dc.relation.references	Castro-García, D. (2007). Inquiring into culture in our foreign language classrooms. Colombian Applied Linguistics Journal, 9, 200-212. https://doi.org/10.14483/22487085.3154
dc.relation.references	Celce-Murcia, M. (2014). Teaching English as a second or foreign language (3rd edition). Heinle & Heinle Thomson Learning.
dc.relation.references	Colombia. Ley 115 de 1994. Por la cual se expide la Ley General de Educación. Febrero 08 de 1994.
dc.relation.references	Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Upper Saddler, NJ: Prentice Hall.
dc.relation.references	Dörnyei, Z. (2011). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press. https://www.saint-david.net/uploads/1/0/4/3/10434103/rmal_dny.pdf
dc.relation.references	Ducharme, E. (1986). Teacher Educators: What do we Know? ERIC Digest 15. ED279642. https://files.eric.ed.gov/fulltext/ED279642.pdf
dc.relation.references	Fandiño-Parra, Y. J.; Bermúdez-Jiménez, J. R. & Lugo-Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educación y Educadores. Vol. 15, No. 3, 363-381. https://doi.org/10.5294/edu.2012.15.3.2
dc.relation.references	Fives, H. & Buehl, M. (2012). Spring cleaning for the "messy" construct of teachers' beliefs: What are they? Which have been examined? What can they tell us? APA educational psychology handbook.Vol. 2. Individual differences and cultural and contextual factors. American Psychological Association. https://doi.org/10.1037/13274-019
dc.relation.references	Fulbright. (n.d.). Fulbright U.S. Student Program. Retrieved from: https://us.fulbrightonline.org/countries/selectedprogram/90
dc.relation.references	Gómez-Rodríguez, L. F. (2012). Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective. Profile. Vol. 14, No. 1. Bogotá, Colombia. P.p. 49-66. https://revistas.unal.edu.co/index.php/profile/article/view/29055/36857
dc.relation.references	Gómez-Rodríguez, L. F. (2013). Enhancing intercultural competence through U.S. multicultural literature in the EFL classroom. Folios. Vol 38. Pp. 95-109. https://doi.org/10.17227/01234870.38folios95.109
dc.relation.references	Gómez-Rodríguez, L. F (2014). Relational teaching: A way to foster EFL learners’ intercultural communicative competence through literary short stories. Colombian Applied Linguistics Journal. 16(2), 135-150. http://dx.doi.org/10.14483/udistrital.jour.calj.2014.2.a01
dc.relation.references	Gómez-Rodríguez, L. F. (2015). Critical Intercultural Learning through Topics of Deep Culture in an EFL Classroom. Íkala. Vol. 20, issue 1. (January-April), pp. 43-59. https://doi.org/10.17533/udea.ikala.v20n1a03
dc.relation.references	Gómez-Rodríguez, L. F. (2018). EFL Learners’ Intercultural Competence Development Through International News. GIST Education and Learning Research Journal, (16), 185-208. https://doi.org/10.26817/16925777.431
dc.relation.references	Gómez-Sará, M. M. (2017). Review and analysis of the Colombian foreign language bilingualism policies and plans. HOW Journal. 24(1). P.p. 139-156. http://dx.doi.org/10.19183/how.24.1.343
dc.relation.references	González-Moncada, A. & Quinchía-Ortíz, D. (2003). Tomorrow’s EFL teacher educators. Colombian Applied Linguistic Journal. 5. P.p. 86-104. https://doi.org/10.14483/22487085.183
dc.relation.references	Groom, N. & Littlemore, J. (2011) Doing Applied Linguistics: A guide for Students. Routledge. New York. https://www.routledge.com/Doing-Applied-Linguistics-A-guide-for-students-1st-Edition/Groom-Littlemore/p/book/9780415566421
dc.relation.references	Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. State University of New York Press. https://www.sunypress.edu/p-3650-doing-qualitative-research-in-e.aspx
dc.relation.references	Hinkel, E. (Ed.). (1999). Culture in second language teaching and learning. Seattle University. Cambridge University Press. http://www.elihinkel.org/downloads/CultureInL2Learning.pdf
dc.relation.references	Johnstone, T. & Sachdev, I. (2011). Intercultural communicative competence: exploring English language teachers’ beliefs and practices. Language Awareness. 20 (2), 81-98, https://doi.org/10.1080/09658416.2010.540328
dc.relation.references	Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press. https://www.google.com/books/edition/Context_and_Culture_in_Language_Teaching/73rFnM6qlrwC?hl=en&gbpv=1&printsec=frontcover
dc.relation.references	Kramsch, C. (1998). Language and Culture. Oxford University Press. https://global.oup.com/academic/product/language-and-culture-9780194372145?lang=en&cc=nl
dc.relation.references	Kramsch, C. (2001). The Privilege of the Nonnative Speaker. PMLA. 112. https://www.researchgate.net/publication/234603253_The_Privilege_of_the_Nonnative_Speaker
dc.relation.references	Kreeft, J. (1997). Professional Development of Foreign Language Teachers. ERIC Digest. ED414768. https://eric.ed.gov/?id=ED414768
dc.relation.references	Leech, B. L. (2002). Asking Questions: Techniques for Semistructured Interviews. PS: Political Science & Politics. 35(04). P.p. 665–668. https://doi.org/10.1017/S1049096502001129
dc.relation.references	Longhurst, R. (2003). Semi-structured interviews and focus groups. In Clifford, N. & Valentine, G. (ed). Key methods in geography. 3(2). 143-156. https://sta.rl.talis.com/items/F4824E44-65AC-DFBA-073C-6245CF148DA3.html
dc.relation.references	Mcleod, S. (2018). Questionnaire: Definition, Examples, Design and Types. Simply Psychology. https://www.simplypsychology.org/questionnaires.html
dc.relation.references	MEN (2004). Programa Nacional de Bilingüismo. http://www.colombiaaprende.edu.co/es/colombiabilingue
dc.relation.references	Moya-Chaves, D. S.; Moreno-García, N. P.; & Núñez-Camacho, V. (2019). Interculturality and language teaching in Colombia: The case of three Teacher Education Programs. Signo y Pensamiento. 37(73). https://doi.org/10.11144/Javeriana.syp37-73.iltc
dc.relation.references	Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies. 19 (4). P.p. 317-328. https://doi.org/10.1080/0022027870190403
dc.relation.references	Nisbett, E.; & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs. Prentice Hall. https://lib.ugent.be/en/catalog/rug01:000016809
dc.relation.references	Olaya, A. & Gómez-Rodríguez, L. F. (2013). Exploring EFL Pre-Service Teachers’ Experience with Cultural Content and Intercultural Communicative Competence at Three Colombian Universities. Profile. Vol. 15, No. 2. Bogotá, Colombia. P.p. 49-67. https://revistas.unal.edu.co/index.php/profile/article/view/40168/42042
dc.relation.references	Pajares, M. F. (1992). Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research. Vol 62 (3). P.p. 307–332. https://doi.org/10.3102%2F00346543062003307
dc.relation.references	Paricio-Tato, M. S. (2014). Competencia intercultural en la enseñanza de lenguas extranjeras. Porta Linguarum. 21. P.p. 2015-226. http://hdl.handle.net/10481/30491
dc.relation.references	Pauk, W. (2010). How to study in college (10th ed.). Wadsworth Publishing. https://www.academia.edu/35205728/How_to_Study_in_College_10th
dc.relation.references	Ramos-Holguín, B. (2013). Towards the Development of Intercultural Competence Skills: A Pedagogical Experience with Pre-Service Teachers. HOW Journal. 20 (1). P.p. 206-225. https://howjournalcolombia.org/index.php/how/article/view/31
dc.relation.references	Richards, J. C., (2006). Communicative language teaching today. Cambridge University Press. https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf
dc.relation.references	Rizo, M., (2013). Comunicación e interculturalidad. Reflexiones en torno a una relación indisoluble. Global Media Journal, vol. 10 (19). P.p. 26-42. https://www.redalyc.org/pdf/687/68726424002.pdf
dc.relation.references	Robinson, G. N. (1988). Crosscultural understanding: Processes and approaches for foreign language, English as a second language and bilingual educators. Prentice Hall.
dc.relation.references	Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. Jossey-Bass. https://www.worldcat.org/title/beliefs-attitudes-and-values-a-theory-of-organization-and-change/oclc/223048
dc.relation.references	Rojas-Barreto, L. (2018). The Intercultural Competence in Colombian University Teachers - Analysis of a Questionnaire. English Language Teaching. 12 (1). https://doi.org/10.5539/elt.v12n1p30
dc.relation.references	Santayana, G. (1905). Reason in Common Sense. In The Life of Reason: The Phases of Human Progress.
dc.relation.references	Sercu, L. (2005). Foreign Language Teachers and Intercultural Competence. Multilingual matters. https://doi.org/10.21832/9781853598456
dc.relation.references	Sercu, L. (2006). The foreign language and intercultural competence teacher: the acquisition of a new professional identity. Intercultural Education. 17 (1). P.p. 55-72. https://doi.org/10.1080/14675980500502321
dc.relation.references	Selinguer, H. W. & Shohamy E. (1989). Second Language Research Methods. Oxford University Press. https://url2.cl/SXHBB
dc.relation.references	Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Human Sciences Press. Sage. https://med-fom-familymed-research.sites.olt.ubc.ca/files/2012/03/W10-Corbin-and-Strauss-grounded-theory.pdf
dc.relation.references	Tuzcu-Eken, D. (2015). Intercultural Communicative Competence: EFL teachers’ beliefs and practices. Journal of Teaching and Education. 4 (3). P.p. 63-71. http://www.universitypublications.net/jte/0403/pdf/R5ME262.pdf
dc.relation.references	Valenzuela, S. (2019). Estas son las motivaciones del paro con las que Iván Duque se ha enredado. Pacifista. https://pacifista.tv/notas/paro-21-noviembre-razones-porque-protestan/
dc.relation.references	Walsh, C. (2005). Interculturalidad, conocimientos y decolonialidad. Signo y Pensamiento. 24 (46). P.p. 39-50. https://revistas.javeriana.edu.co/index.php/signoypensamiento/article/view/4663
dc.relation.references	Wolfinger, N. (2002). On writing fieldnotes: collection strategies and background expectancies. Qualitative Research. 2 (1). P.p. 85-93. https://doi.org/10.1177/1468794102002001640 .
dc.relation.references	Zhou, Y. (2011). A study of Chinese University EFL teachers and their intercultural competence teaching. Electronic Theses and Dissertations. 428. https://scholar.uwindsor.ca/etd/428
dc.relation.references	Banks, J. A. (2004). Introduction: Democratic citizenship education in multicultural societies. In Banks, J. A. (Ed.), Diversity and citizenship education: Global perspectives (pp. 3-15). CA: Jossey-Bass.
dc.relation.references	Cohen, L.; Lawrence, M. & Morrison, K. (2007). Research Methods in education. 6th Edition. Taylor & Francis e-Library. https://gtu.ge/Agro-Lib/RESEARCH%20METHOD%20COHEN%20ok.pdf
dc.publisher.faculty	Facultad de Humanidades	spa
dc.type.local	Tesis/Trabajo de grado - Monografía - Maestría	spa
dc.type.coar	http://purl.org/coar/resource_type/c_bdcc	eng
dc.description.degreename	Magister en Enseñanza de Lenguas Extranjeras	spa
dc.description.degreelevel	Maestría	spa
dc.type.driver	info:eu-repo/semantics/masterThesis	eng
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.title.translated	Inquiring EFL teacher educators’ beliefs regarding interculturality in two undergraduate English language teaching programs in Colombia.	eng
dc.description.abstractenglish	This master thesis presents a qualitative and descriptive research project whose aim was to analyze how EFL teacher educators’ beliefs regarding interculturality are reflected on their teaching practices. The research study was developed with 6 participants -teacher educators- from two undergraduate English language teaching programs in two public universities in Colombia. The data collection process was conducted through three instruments: online questionnaires, semi-structured interviews, and field notes. The analysis of data allowed the identification of four groups of beliefs: interculturality as knowledge; interculturality and the communicative competence; interculturality’s development through immersion in and/or direct contact to the foreign culture and; interculturality as a means for dealing with otherness. It was concluded that these beliefs are reflected on the topics that teacher educators include in their lessons, consequently on the materials and activities they select and develop with their students, as well as on the way they approach the resulting discussions from these processes. Moreover, on the way they deal with otherness not only related to the target language but within their classrooms.	eng
dc.type.version	info:eu-repo/semantics/acceptedVersion
dc.type.version	http://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International