Autobiographies: A Tool to Depict English Language Learning Experiences

Autor/inn/en	Posada-Ortíz, Julia; Garzón-Duarte, Eliana
Titel	Autobiographies: A Tool to Depict English Language Learning Experiences
Quelle	In: GIST Education and Learning Research Journal, (2019) 18, S.161-179 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Posada-Ortíz, Julia) ORCID (Garzón-Duarte, Eliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Autobiographies; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Learning Experience; Teaching Methods; Teacher Student Relationship; Bilingualism; Preservice Teachers; State Universities; Teacher Education Programs; Foreign Countries; National Programs; Student Attitudes; Educational Needs; Student Interests; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Bilingualismus; Staatliche Universität; Ausland; nicht übertragen; Schülerverhalten; Educational need; Bildungsbedarf; Studieninteresse
Abstract	This article contains a description of a research project carried out with a group of English Language Pre-service Teachers (ELPTs) of a state University in Bogotá, Colombia. The purpose of the study was to portray the experiences, feelings and insights the ELPTs went through as English language learners. Autobiographies was the instrument to collect data. The results show that the English language learners' process of learning has a strong influence of the language policies connected to the National Program of Bilingualism. They also show that it is necessary to create a cumulative program of English for each phase of schooling in order to avoid overlapping and to provide a more motivating learning process. The conclusions confirm that through the implementation of autobiographies in the EFL classroom, teachers can feel connected to their students and understand their learning needs and interests from a more personal perspective. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://gistjournal.unica.edu.co/index.php/gist
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01