Literaturnachweis - Detailanzeige
| Autor/in | Camargo Cely, Jennyfer Paola |
|---|---|
| Titel | Unveiling EFL and Self-Contained Teachers' Discourses on Bilingualism within the Context of Professional Development |
| Quelle | In: HOW, 25 (2018) 1, S.115-133 (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0120-5927 |
| Schlagwörter | Bilingualism; Faculty Development; Ideology; Educational Practices; Discussion Groups; Journal Writing; Protocol Analysis; Elementary Secondary Education; Discourse Analysis; Teacher Attitudes; Cultural Influences; Social Control; Reflection; Inquiry; Foreign Countries; Qualitative Research; Colombia (Bogota) |
| Abstract | Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers' professional development. Data were collected through discussion group sessions, reflective journals, and protocols from five teachers from a private K-11 school in Bogota. Analysis indicated participants' discourses drew on "hegemonic," "colonial," and "manipulative" ideas. Nevertheless, when dialoguing and "peer coaching," a discourse of "resistance" was constituted. The study suggested further research into teachers' professional growth, bilingualism, and bilingual education in monolingual contexts as the Colombian one. (As Provided). |
| Anmerkungen | ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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