Motivations for teaching English to high school students in the public and private education sectors of Bogotá
Article Sidebar
Main Article Content
Abstract
This article describes a qualitative research project that aimed to identify the teaching strategies used by educators from public and private institutions in Bogotá, Colombia. The aim was to identify teaching strategies targeting English language learning in high school students in order to recommend them as practices for language development in the classroom. This research was born from the need to strengthen the teaching-learning processes of English in hope of improving the performance of high school students in Bogota. Additionally, it aimed to gain insight into the study of teaching English as foreing language through a comparative analysis proposal. It is hoped that this will facilitate the identification of teaching strategies that contribute to the development of English learning between the public and private sectors. Data was collected through several instruments (teacher interviews, student survey and class observer guide). The participants included five teachers from the public sector, three from the private sector, and 82 students of those same teachers. A triangulation was used for the analysis. Among the findings, a gap in the application of teaching strategies that correspond to the planning of actions within a reflective process beyond isolated activities was detected.
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors have the right to ownership or copyright and they give to "Uaricha Psychology Magazine" the right to publish for the first time the article, as well as disclose and distribute it on the technological available media and through repositories.
Uaricha Psychology Magazine, is a quarterly publication, published by the Psychology College of the "Universidad Michoacana de San Nicolás de Hidalgo", Street Francisco Villa No. 450, Col. Dr. Miguel Silva, Morelia, Michoacán, P. C. 58110. Phone (+52) 443 312 9909, ext. 149, www.revistauaricha.umich.mx, uaricha.publicaciones@umich.mx. Responsible publisher: Roberto Oropeza Tena. Reserve of exclusive use rights No. 04-2013-070413365500-203, e-ISSN: 2007-7343, Granted by the National Institute Copyright. Responsible of the last update of this number, Computer center of the Psychology College, Ing. Erick Vidar Alva Rangel.
How to Cite
References
Anijovich R. y Mora, S. (2009). Estrategias de enseñanza: otra mirada al quehacer en el aula. AIQUE Educación. http://terras.edu.ar/biblioteca/3/3Como-ensenamos-Las-estrategias-entre-la-teoria-y-la-practica.pdf
Cantor, H. y Fuentes, M. (2017). Estrategias para la enseñanza del idioma inglés en la educación media con miras a mejorar el resultado en prueba SABER 11. Tesis de especialización, Universidad la Gran Colombia. Repositorio Institucional: Universidad la Gran Colombia. https://repository.ugc.edu.co/bitstream/handle/11396/4456/Estrategias_ense%C3%B1anza_idiomaingl%C3%A9s_pruebasaber11.pdf?sequence=1&isAllowed=y
Beltrán, J. (1998). Procesos, estrategias y técnicas de aprendizaje. Síntesis.
García, R. (2009). Una propuesta para la enseñanza de la comprensión de lectura en inglés. Perfiles Educativos, 31(123), 60-78. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982009000100005&lng=es&tlng=es.
Gil, G. y Rojas, L. (2012). Estrategias de lectura en inglés de estudiantes de la Licenciatura en Lenguas Modernas de la Pontificia Universidad Javeriana. Tesis de licenciatura, Pontificia Universidad Javeriana. Repositorio Javeriana. https://repository.javeriana.edu.co/handle/10554/12186
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación. McGrawHill. https://www.uca.ac.cr/wp-content/uploads/2017/10/Investigacion.pdf
Kohler, J. (2005). Importancia de las estrategias de enseñanza y el plan curricular. Liberabit, 11(11), 25-34. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1729-48272005000100004
Leguizamón, L. B. (2018). Enseñanza del inglés desde el aprendizaje integrado de contenidos y lenguas extranjeras “CLIL” en la IED Leonardo Posada Pedraza. Tesis de Maestría en Educación, Universidad Libre, Colombia.
Medina, J. y Delgado, M. (1999). Metodología de entrenamiento de observadores para investigaciones sobre EF y deporte en las que se utilice como método la observación. Revista Motricidad, 5, 69-86. https://dialnet.unirioja.es/descarga/articulo/2278295.pdf
Mejía, J. (2011). Problemas centrales en el análisis de datos cualitativos. Revista Latinoamericana de Metodología de la Investigación Social, 1(1), 47 – 60.
Miranda, J. (2019). Estrategias didácticas para la enseñanza del inglés como idioma extranjero en el Colegio Departamental Integrado Salesiano Miguel Unía. Tesis de Licenciatura, Universidad de Cundinamarca. Repositorio Ucundinamarca. https://repositorio.ucundinamarca.edu.co/bitstream/handle/20.500.12558/3560/Estrategias%20did%C3%A0cticas%20para%20la%20ense%C3%B1anza%20del%20ingl%C3%A8s%20como%20idioma%20extranjero%20en%20el%20Colegio%20DepartamentalIntegrado%20Salesiano%20Miguel%20Un%C3%ACa.pdf?sequence=1&isAllowed=y
Spradley, J. (1980). Participant Observation. Waveland Press.