Transforming EFL Classroom Practices and Promoting Students' Empowerment: Collaborative Learning from a Dialogical Approach

Autor/inn/en	Contreras León, Janeth Juliana; Chapetón Castro, Claudia Marcela
Titel	Transforming EFL Classroom Practices and Promoting Students' Empowerment: Collaborative Learning from a Dialogical Approach
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 19 (2017) 2, S.135-149 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Cooperative Learning; Grade 7; Questionnaires; Semi Structured Interviews; Teaching Methods; Teacher Role; Student Role; Student Empowerment; Foreign Countries; Social Change; Intervention; Power Structure; Citizenship; Interpersonal Competence; Action Research; Grounded Theory; Colombia (Bogota) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kooperatives Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Studienberechtigung; Ausland; Sozialer Wandel; Staatsbürgerschaft; Interpersonale Kompetenz; Projektforschung
Abstract	This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders' interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students' work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students' empowerment. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01