The Wisdom of Teachers' Personal Theories: Creative ELT Practices from Colombian Rural Schools

Autor/in	Cruz Arcila, Ferney
Titel	The Wisdom of Teachers' Personal Theories: Creative ELT Practices from Colombian Rural Schools
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 20 (2018) 2, S.65-78 (14 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; Creative Teaching; Language Teachers; Rural Areas; Foreign Countries; Teaching Methods; Educational Policy; Educational Resources; Critical Theory; Knowledge Base for Teaching; Semi Structured Interviews; Teacher Attitudes; Cultural Influences; Code Switching (Language); Observation; Spanish; Multiple Literacies; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Creative thinking; Teaching; Kreatives Denken; Unterricht; Language teacher; Sprachunterricht; Rural area; Ländlicher Raum; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungsmittel; Kritische Theorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Cultural influence; Kultureinfluss; Beobachtung; Spanisch; Kolumbien
Abstract	Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers' narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers' own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised. (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: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01