Research-based Instruction, an Essential Tenet of the Foreign Languages Pre-service-Teacher Education at Universidad de Pamplona

Keywords: Foreign languages, pre service teachers, student researchers, CLIL, research-based instruction

Abstract

This paper reports a personal reflection that describes how the Bachelor of Arts in Foreign Languages at the Universidad de Pamplona provides preservice teachers with a research-based instruction. In an attempt to contribute to today’s scholar discussions on foreign language pre-service teachers’ education, this reflective piece illustrates a unique way of teaching research to FL undergraduates. The author first provides an overview on the area of teaching research to undergraduates in Colombia; second, a description of how pre-service teachers learn the theoretical foundations, paradigms, designs and approaches mostly used in educational inquiry; and the two-year process student researchers go through. Finally, the author discusses the lessons learned and what the future of this process might be like.

 

Author Biography

Gabriel Cote-Parra, Universidad de Pamplona, Colombia

received his Ph.D. in Education from the University of Nebraska, Lincoln. He is a professor and researcher at the Bachelor of Arts in Foreign Languages, English-French at the Universidad de Pamplona. His research focuses on Learning and Teaching Foreign Languages, the line of Investigation of the Foreign Language Teachers’ Research Group-GRILEX. Currently, he is doing research on novice foreign language teachers’ Language Assessment Literacy (LAL).

References

Arismendi, F., Colorado, D., and Grajales, L. (2011) ReadingComprehension in Face-to-Face and Web-Based Modalities: Graduate Students' Use of Reading and Language Learning Strategies in EFL. Colombian Applied Linguistic Journal. 13(2), 11-28. https://doi.org/10.14483/22487085.3762

Bower, M. (2010). Developing Pre-Service Teachers' Research Capabilities Using LAMS. Proceedings of the 5th International LAMS Conference 2010. http://lamsfoundation.org/lams2010sydney/papers.htm

Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210-230. https://doi.org/10.1353/jhe.2003.0011

Cañas Carrillo; S. L., (2012). Identifying factors that affect FL learners' oral participation at a public university in Colombia. Opening Writing Doors Journal. 9(1) 189-208

Cárdenas, M. L., & Nieto-Cruz, M. C. (2019). Editorial: Giving voice to novice teacher researchers. Profile: Issues in Teachers' Professional Development, 21(2), 7-10. https://doi.org/10.15446/profile.v21n2.80843

Cárdenas Ramos, R., & Faustino C. (2008). "Impacto del componente de investigación en la formación de licenciados en lenguas extranjeras" Lenguaje 36 (2) 407 - 446. https://doi.org/10.25100/lenguaje.v36i2.4878

Cote Parra, G. (2012). The role of reflection during the first teaching experience of foreign language pre-service teachers: an exploratory-case study. Colombian Applied Linguistic Journal, 14(2), 24 - 34. https://doi.org/10.14483/udistrital.jour.calj.2012.2.a02

Coyle, D., (2005). CLIL Planning Tools for Teachers. The University of Nottingham School of Education. Retrieved from: https://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf

Cruz Rondón, E. J., & Velasco Vera, L. F. (2016). Understanding the role of teaching materials in a beginners' level English as a foreign language course: A case study. profile Issues in Teachers' Professional Development, 18(2), 125-137. https://doi.org/10.15446/profile.v18n2.52813

Espitia, M & Clavijo Olarte, (2011). Virtual Forums: A Pedagogical Tool for Collaboration and Learning in Teacher Education. Colomb. Appl. Linguist. J. [online]. 2011, vol.13, n.2 ISSN 0123-4641. https://doi.org/10.14483/22487085.3763

Farias, M., & Obilinovic, K. (2008). Building communities of interest and practice through critical exchanges among Chilean and Colombian novice language teachers. Colomb. Appli. Linguis. J.11, 63-79. https://doi.org/10.14483/22487085.154

Ferreira, M. A., and Casadiegos, C. A. (2013). Assessing Cañas' Paper on Factors That Affect FL Learners' Oral Participation. Opening Writing Doors Journal. Vol. 10, n.1. 2013. Retrieved from http://revistas.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/view/243/233

Gallego, L., Quintero, J., & Zuluaga, C. (2001). Promoting research in the teaching practice of the modern language licenciatura programs. How. A Colombian journal for English teachers, 8, 33-40.

Latorre and Delgado (2015). Le Rôle de la Recherche Éducative dans la Formation des Futurs Enseignants en Langues Étrangères. Opening Writing Doors Journal. 12(1) 27-51. https://doi.org/10.4000/rdlc.1037

Lesca, U., (2012). An introduction to CLIL Notes based on a CLIL course at British Study Center - Oxford. Retrieved on May, 24 2019, from http://www.itis.biella.it/europa/pdf-europa/CLIL_Report.pdf

Lopera Medina, S. (2012). Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study. PROFILE Issues In Teachers' Professional Development, 14(1).Retrieved February 26, 2013, from: http://www.revistas.unal.edu.co/index.php/profile/article/view/29057

López Velásquez, A., & Giraldo, M. C. (2011). The English reading strategies of two Colombian English preservice teachers. Íkala Revista de Lenguaje y Cultura, 16(28), 45-76.

Martínez-Cáceres, M., (2016). Panorama de la recherche formative dans la Licence en Langues à l'Université de Pamplona. Ikala, Revista de Lenguaje y Cultura. 21(2), 227-236. https://doi.org/10.17533/udea.ikala.v21n02a08

McDougald, J. S. (2009). The state of language and content instruction in Colombia. Latin American Journal of Content & Language Integrated Learning, 2(2), 44-48. https://doi.org/10.5294/laclil.2009.2.2.15

McNulty, M. & Usma, J. (2005). Evaluating research skills development in a Colombian undergraduate foreign language teaching program. Íkala Revista de Lenguaje y Cultura, 10(16), 95-125.

McNulty Ferri, M., (2010). Action research topics and questions in foreign languages teaching practicum in Colombia. Íkala Revista de Lenguaje y Cultura, 15 (24), 207-230.

Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students' images of science. Journal of Research in Science Teaching, 36(2), 201-219. https://doi.org/10.1002/(SICI)1098-2736(199902)36:2<201::AID-TEA6>3.0.CO;2-H

Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493-534. https://doi.org/10.1002/sce.10131

Suárez Flórez, S. A., & Basto Basto, E. A. (2017). Identifying pre-service teachers' beliefs about teaching efl and their potential changes. profile Issues in Teachers' Professional Development, 19(2), 167-184. https://doi.org/10.15446/profile

Quintero Polo, A. H. (2019). From utopia to reality: Trans-formation of pedagogical knowledge in English language teacher education. Profile: Issues in Teachers' Professional Development, 21(1), 27-42. https://doi.org/10.15446/profile.v21n1.70921

Quintero, L. M. (2008). Blogging: A way to foster EFL writing. Colomb. Appli. Linguis. J.,10, 7-49. https://doi.org/10.14483/22487085.96

Quintero, J., Zuluaga, C., & López, M. (2003). La investigación-acción mejora la planeación de clases en lengua extranjera. Ikala. Revista de Lenguaje y Cultura, 8, 39-56.

Ryan, F., Coughlan, P., and Cronin, P. (2007). Step-by-step guide to critiquing research. Part 2: Qualitative research. British Journal of Nursing. 17(12), 738-744. https://doi.org/10.12968/bjon.2007.16.12.23726

Viáfara, J. (2008). From pre-school to university: student teachers characterize their EFL writing development. Colomb. Appli. Linguis. J., 10, 73-92.

Wolcott, H.F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage

Published
2020-06-11
How to Cite
Cote-Parra, G. (2020). Research-based Instruction, an Essential Tenet of the Foreign Languages Pre-service-Teacher Education at Universidad de Pamplona. GIST – Education and Learning Research Journal, 20, 215-229. https://doi.org/10.26817/16925777.715