Situating Local Literacies at the Core of ELT Curriculum in Higher Education

Autor/inn/en	Nieto-Gómez, Yuly Andrea; Clavijo-Olarte, Amparo
Titel	Situating Local Literacies at the Core of ELT Curriculum in Higher Education
Quelle	In: GIST Education and Learning Research Journal, (2021) 21, S.27-46 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nieto-Gómez, Yuly Andrea) ORCID (Clavijo-Olarte, Amparo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Higher Education; English for Academic Purposes; Local Issues; Foreign Countries; Private Colleges; Sociocultural Patterns; Teaching Methods; Second Language Learning; Second Language Instruction; Curriculum Design; Curriculum Implementation; Personal Autonomy; Sanitation; Conservation (Environment); Access to Education; Physical Activities; Grounded Theory; Group Discussion; Student Attitudes; Relevance (Education); Language Usage; Colombia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Privathochschule; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrplangestaltung; Individuelle Autonomie; Betriebshygiene; Conservation; Environment; Konservierung; Bewahung; Umwelt; Education; Access; Bildung; Zugang; Bildungszugang; Gruppendiskussion; Schülerverhalten; Relevance; Relevanz; Sprachgebrauch; Kolumbien
Abstract	This qualitative interpretive study carried out with four EFL teachers in an English for Academic Purposes (EAP) course at a private university in Bogotá, Colombia addresses the disconnect that exists between curricular content and the life of students in education. From our understanding of literacy as a sociocultural practice, we proposed a pedagogical approach that immersed teachers and students in community explorations to study local issues informed by different disciplines. Therefore, this study describes the ways teachers designed and implemented curriculum using community assets (Kretzmann & McKnight, 2003) to develop student agency. The issues addressed by students in their inquiries included improving civic practices in the cycling route; fostering river preservation; environmental issues with garbage in Bogotá; and possibilities to access higher education for young populations in Colombia. Using a grounded theory approach, we collected and analyzed data from class discussions, curricular units, semi-structured interviews and class observation. Findings reveal that community explorations fostered students' agency towards studying social issues and promoted the construction of context-embedded opportunities for learning using students' realities and topics of local relevance (Canagarajah, 2005). The target language was used to reflect, pose problems, produce texts and participate in social reflections within an academic environment. (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://latinjournal.org/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01