El incremento de la conciencia del inglés como lengua internacional ILI en profesores de educación media
DOI:
https://doi.org/10.18041/1657-7531/interaccion.0.2338Palabras clave:
Conciencia del profesor, inglés como lengua internacional (ILI), presentación de ILI, variedades de inglés en el mundo, lingüística aplicada críticaResumen
El presente estudio es una investigación acción de tres etapas cuyo objetivo es el incremento de la conciencia de los profesores sobre el inglés como lengua internacional (ILI) y sobre las diferentes variedades de inglés en el mundo (IM) dentro de un perspectiva crítica. A través de un módulo de enseñanza de inglés y sus variedades, se usaron una encuesta, un trabajo de reflexión y una entrevista semiestructurada para recoger los datos. Los resultados del estudio mostraron que había un claro cambio en la concepción, en términos teóricos, en los trabajos escritos de los profesores. Sin embargo, las variedades de inglés en el mundo IM se vieron como una posibilidad de acción. De un lado, todos los participantes dijeron que el módulo cambió su concepción de otras variedades del inglés diferentes de la británica o la americana. Ellos cambiaron de identificarse con la variedad estadounidense o británica, una perspectiva celebrista, a reconocer y aceptar otras variedades de inglés, una perspectiva crítica del inglés como lengua internacional (ILI).
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Referencias
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Sharifian, F. (Ed.) (2009) English as an international language: Perspectives and pedagogical issues. Bristol, UK: Multilingual Matters.
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Tukomoto, M. & Shibata, M. (2011). Asian varieties of English: Attitudes towards pronunciation. World Englishes, 30(3), 392–408.
Velez-Rendon (2003). English in Colombia: A sociolinguistic profile. World Englishes 22(2), 185-198.
Zhang, W. & Hu, G. (2008). Second Language Learners’ Attitudes Towards English Varieties. Language Awareness, 17(4), 342-347.
Alsagoff, L. McKay, S. Hu, G., & Renandya, W. (2012). Principles and Practices for Teaching English as an International Language. London: Routledge.
Borg, M. (2006). Teacher Cognition and Language Education: Research and Practice. London: Continuum.
Canagarajah, A. S. (2006). Negotiating the local in English as a lingua franca. Annual Review of Applied Linguistics, 26, 197-218.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage Publications Ltd.
Corson, D. (2000). Critical Realism: An Emancipatory Philosophy for Applied Linguistics. Applied Linguistics, 18(2), p 166-188.
CEFR - Council of Europe. (2001). Common European Framework of Reference: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Dogancay-Aktuna, S. & Hardman, J. (2008). Global English Teaching and Teacher Education: Praxis and Possibility. Alexandria, VA: TESOL, Inc
Erbey, S. (2014). [Book Review] I. Alsagoff, S. L. Mc- Key, G, Hu, & W. A. Renandya (Eds.). (2012).
Principles and practices for Teaching English as an International Language. International Journal of Languages’ Education and Teaching, 3.
Holliday, A. (2005). The Struggle to teach English as an international language. New York: Oxford University Press.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40, 157-181.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
Kachru, B. B. (1992). Teaching World Englishes. In B. B. Kachru. The other tongue: English across cultures. (pp. 355-366). Urbana, IL: University of Illinois Press.
Kemmis, S. McTaggart, R. (2005). Participatory Action Research: Communicative Action and The Public Sphere. In Handbook of Qualitative Research. (3rd edition). Thousand Oaks, CA: Sage.
Llurda, E. (2009). Attitudes toward English as an International Language: The pervasiveness of native models among L2 users and teachers. In F. Sharifian. (Ed.), English as an International Language: Perspectives and Pedagogical Issues. Bristol, UK: Multilingual Matters.
Matsuda, A. (2003) Incorporating World Englishes in Teaching English as an International Language. TESOL Quarterly, 37(4), 719-729.
Matsuda, A. (2012). Principles and Practices of Teaching English as an International Language. Bristol, UK: Multilingual Matters.
Ministerio de Educacion Nacional, MEN. (2006). Decreto 3870. Retrieved from http://www.mineducacion. gov.co/1621/articles-132560_recurso_ decreto3870_2006.pdf
Ministerio de Educacion Nacional, MEN. (2006). Programa Nacional de Bilingüismo. Retrieved from http://www.mineducacion.gov.co/1621/ articles-132560_recurso_pdf_programa_nacional_ bilinguismo.pdf
McNiff, J., & Whitehead, J. (2002). Action research: Principles and practice. (2nd Edition). London: Routledge.
Modiano, M. (2009). EIL, native-speakerism and the failure of European ELT. In F. Sharifian (ed.) English as an international language: Perspectives and pedagogical issues (pp. 58-77). Bristol, UK: Multilingual Matters.
Nayar, P. B. (1997). ESL/EFL dichotomy today: Language politics or pragmatics? TESOL Quarterly, 3(1), 9-37.
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity, and Educational Change. New York: Pearson Education.
Pedrazzini L. & Nava, A. (2010). The ELF of English language teachers. In C. Gagliardi & A. Maley (eds.) EIL, ELF, Global English: Teaching and Learning Issues (pp. 283-300). Oxford: Peter Lang Edition.
Pennycook, A. (2001). Critical Applied Linguistics. London: Routledge.
Pennycook (2010) Critical and Alternative Directions in Applied Linguistics. Australian Review of Applied Linguistics, 33(2), 1-16.
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Pishghadam, R. & Sabouri, F. (2011). A Quantitative Survey on Iranian English Learners’ Attitudes toward Varieties of English: World English or World Englishes? English language and literature studies. 1(1), 86-95.
Richards, K. (2003). Qualitative Inquiry in TESOL. New York: Palgrave McMillan.
Rubin H. J. & Rubin I. S. (2005). Qualitative Interviewing: The Art of Hearing Data. Thousand Oaks, CA: Sage.
Sharifian, F. (Ed.) (2009) English as an international language: Perspectives and pedagogical issues. Bristol, UK: Multilingual Matters.
Seidlhofer, B. (2002). Habeas corpus and divide et impera: ‘Global English’ and applied linguistics. In K. S. Miller and P. Thompson (Eds.) Unity and Diversity in Language Use. London: Continuum.
Skuttnabb-Kangas, T. (2001). The globalisation of (educational) language rights. International Review of Education, 47, 201-210.
Tukomoto, M. & Shibata, M. (2011). Asian varieties of English: Attitudes towards pronunciation. World Englishes, 30(3), 392–408.
Velez-Rendon (2003). English in Colombia: A sociolinguistic profile. World Englishes 22(2), 185-198.
Zhang, W. & Hu, G. (2008). Second Language Learners’ Attitudes Towards English Varieties. Language Awareness, 17(4), 342-347.
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2015-10-01
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El incremento de la conciencia del inglés como lengua internacional ILI en profesores de educación media. (2015). Interacción, 14, 97-110. https://doi.org/10.18041/1657-7531/interaccion.0.2338
