An Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from the stakeholders

Authors

DOI:

https://doi.org/10.26817/16925777.826

Keywords:

English language teaching, Formative research, Master's program, Teacher education, Professional development

Abstract

This article reports on a mixed-methods research study in five English Language Teaching Master’s programs in Colombia. The purpose was to identify research problems as well as the strategies of intervention that M.A candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and instruments. The data collection methods included documentary analysis, four focus groups with students, four informal talks with the faculty, four interviews with the coordinators of the programs, and surveys with graduate students, professors, thesis advisors and administrators of these programs. Results suggest a preference for action research on issues of language skills, curriculum design, cognitive and affective factors. Pedagogical innovations dealt with ICT, ELT methods, and language learning strategies. Another result indicated that program participants considered the master’s as the most enriching professional development opportunity they have had. This study makes a call to local and national governments to continue funding continued graduate education and to make it a policy independent of partisan agendas.

Downloads

Download data is not yet available.

Author Biographies

Margarita Maria Lopez-Pinzón, Universidad de Caldas, Colombia

is currently  the Director in the Master’s Program in English Didactics from Universidad de Caldas. She has extensive experience in teaching graduate and undergraduate courses and has been doing educational research for several years. She  has shared her research findings in different events around the country and abroad.  Co-author of articles, books and academic papers related to qualitative research, professional development and classroom research in ELT

Odilia Ramirez-Contreras, Universidad de Caldas, Colombia

has been a research professor in the Master’s in English Didactics Program in Universidad de Caldas and a public school principal in Manizales for the last 10 years; she has extensive experience and interest in teacher education, mainly in the areas of EFL teaching, language research and curriculum design and implementation. 

 

Luisa Fernanda Vargas-Orozco, Escuela Normal Superior Sagrado Corazón, Colombia

has been an English teacher in different public schools for nine years. She holds a BA in Modern Languages and a MA in English Didactics from Caldas University. She has been working in ELT for more than ten years and has extensive experience in teaching English to children and teenagers.

References

Barahona, M. (2014). Exploring the curriculum of second language teacher education in Chile: a case study. Perspectiva educacional. 53. 45-67. https://doi.org/10.4151/07189729-Vol.53-Iss.2-Art.261

Bonilla, C. & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia's language education policy. Profile : Issues in Teachers' Professional development, 18(1), 185-201. https://doi.org/10.15446/profile.v18n1.51996

Brown, H. D. (2004). Principles of Language Learning and Teaching. Pearson.

Buendía, X & Macías, D. (2019). The professional development of English language teachers in Colombia: A review of the literature. Colombian Applied Linguistics Journal, 21(1), pp. 89-102. https://doi.org/10.14483/22487085.12966

Coombe, C., Davidson, P., O'Sullivan, B., & Stoynoff, S. (2013). The Cambridge Guide to Second Language Assessment. Cambridge University Press.

Córdoba, E. (2016). Implementing task-based language teaching to integrate language skills in an EFL program at a Colombian university. Profile; Issues in Teachers' Professional development, 18(2), 13-27. https://doi.org/10.15446/profile.v18n2.49754

Cozby, P. (2008). Methods in Behavioral Research. McGraw-Hill Higher Education.

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.

Creswell, J. & Plano Clark, V. (2018). Designing and conducting Mixed Methods Research. Thousands Oaks.

Cuesta, L.; Álvarez, C.; Cadena, A.; Jiménez, M.; Maldonado, P. & Morales, V. (2019). Beyond the endorsement of reflection in language teaching and learning. Colombian Applied Linguistics Journal, 21(1), 42-63. https://doi.org/10.14483/22487085.13307

Davies, G. (2006). Language Education, Computer-Assisted. In B. K. (ed.), Encyclopedia of Language & Linguistics. Oxford: Elsevier. https://doi.org/10.1016/B0-08-044854-2/00973-1

Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Authentik.

Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal,78(3), 273-284.

https://doi.org/10.1111/j.1540-4781.1994.tb02042.x

Fandiño-Parra, Y. J. (2017), Formación y desarrollo docente en lenguas extranjeras: revisión documental de modelos, perspectivas y políticas. Revista Iberoamericana de Educación Superior (RIES), 8(22), 122-143. https://doi.org/10.22201/iisue.20072872e.2017.22.232

Fandiño-Parra, Y.J. (2011). English teacher training programs focused on reflection. Educación y Educadores, 14(2), 269-285.

https://doi.org/10.5294/edu.2011.14.2.2

Folse, K. S., & Brummett, K. (2006). Pedagogical grammar courses offered by MATESOL programs in Florida. Sunshine State TESOL Journal, 5, 27-38.

Freeman, D. (2001). Doing Teacher-Research: From Inquiry to Understanding. Heinle and Hainle.

Gass, S. & Selinker, L. (2008) Second Language Acquisition: An Introductory Course. New York: Routledge. https://doi.org/10.4324/9780203932841

Giraldo, F. (2014). The impact of a professional development program on English language teachers' classroom performance. Profile : Issues in Teachers' Professional development, 16(1), 63-76. http://dx.doi.org/10.15446/profile.v16n1.38150.

https://doi.org/10.15446/profile.v16n1.38150

Grabe, W. (1995). Dilemmas for the Development of Second Language Reading Abilities. Prospect,10, 38-51.

Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle Publishers.

Harmer, J. (2011). The Practice of English Language Teaching. 4th Edition. Pearson, Longman.

Hasrati, M., & Tavakoli, P. (2014). Globalisation and MATESOL programmes in the UK. Higher Education advanced online publication, 69, 547-565. https://doi.org/10.1007/s10734-014-9790-5

Hernandez, L. (2015). Making sense of SLA theories through reflection. Lenguaje, 43 (1), 137-158. https://doi.org/10.25100/lenguaje.v43i1.4999

Hollenbeck, J., & Hollenbeck, D. (2004). Technology to Enhance Learning in the Multi-Lingual Classroom. ERIC, document ED490629.

Hunt, A., & Beglar, D. (1998, January 1). Current Research and Practice in Teaching Vocabulary. JALT Publications. 22(1).

https://jalt-publications.org/tlt/articles/1914-current-research-and-practice-teaching-vocabulary.

Hymes, D. (1972). On Communicative Competence. In Duranti, A. Linguistic anthropology: A reader. Massachusetts: Blackwell Publishers, 53-73.

Kemmis, S., & McTaggart, R. (1988) The action research Planner. 3rd Edition. Deakin University Press

Kumaravadivelu, b. (1994). The postmethod condition: Emerging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-48. https://doi.org/10.2307/3587197

Macías, D. (2018). Promoting a balanced approach in the education, training, and development of English language teachers in Colombia. Entornos, 26(2), pp. 161-169.

Ministerio de Educación Nacional. (2005, Oct-Dic). Bases para una nación bilingüe y competitiva. Altablero, 37. http://mineducacion.gov.co/1621/article-97498.htm.

Ministerio de Educación Nacional. (2016b). Derechos básicos de aprendizaje de inglés: grados Transición a 5º de primaria.

http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/

colombiabilingue/dbacurriculo/cartilla_dba/Derechos%20Baicos%20de%20Aprendizaje-%20Tr%20y%20Primaria.pdf.

Ministerio de Educación Nacional. (2016c). Suggested curriculum structure: English 6th to 11th grades. http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2013%20Suggested%20Structure.pdf

Nunan, D. (1994). The Learner-Centered Curriculum. Cambridge University Press.

Nunan, D. (1999). Second Language Teaching and Learning. Heinle& Heinle Publishers.

Nunan, D. (2002). Listening in Language Learning. In J. Richards, & W. Renandya, Methodology in Language Teaching: An anthology of current practice (pg. 238-241). Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.032

Nuñez, A. & Tellez, M. (2015). Reflection on teachers' personal and professional growth through a materials development seminar. How, 22(2), 54-74. https://doi.org/10.19183/how.22.2.151

Pettis, J. (1997). Developing our Professional Competence: Some Reflections. TESL Canada Journal, 16(2), 67-71. https://doi.org/10.18806/tesl.v14i2.686

Polio, C. (2003). Research on second language writing: An overview of what we investigate and how. En: B. Kroll, Exploring the dynamics of second language classroom (p. 35-65). Cambridge University Press. https://doi.org/10.1017/CBO9781139524810.005

Richards, & W. A. Renandya. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

Rideout, G., & Koot, R. (2009). Reflective, Humanistic, Effective Teacher Education: Do Principles Supported in the Deans' Accord Make a Difference in Program Outcomes? Canadian Journal of Education / Revue Canadienne De L'éducation, 32(4), 927-956. http://www.jstor.org/stable/canajeducrevucan.32.4.927

Richards, J., & Rodgers, T. (2014). Approaches and Methods in language teaching. 3rd edition. Cambridge: Cambridge University Press.

Richards, J., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson.

Rodríguez Sánchez, A. (2017). Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia. HOW, 24(2), 35-62. https://doi.org/10.19183/how.24.2.331

Romaña Correa, Y. (2015). Skype™ conference calls. A way to promote speaking skills in the teaching and learning of English. PROFILE Issues in Teachers' Professional Development, 17(1), 143-156. https://doi.org/10.15446/profile.v17n1.41856

Stapleton, P. & Shao, Q. (2018). A worldwide survey of MATESOL programs in 2014: Patterns and Perspectives. Language Teaching Research, 22(1), 10-28. https://doi.org/10.1177/1362168816659681

Truscott de Mejía, A. (2016). Teacher development for bilingual education in Colombia: Towards teacher empowerment. Estudios sobre Educación, 31, 15-35. https://doi.org/10.15581/004.31.15-35

Ur, P. (2002). The English teacher as professional. In J. Richards, & W. A. Renandya, Methodology in language teaching: An anthology of current practice (pp. 388-392). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.056

Valdés, G. & Figueroa, R. (1994). Bilingualism and testing: A special case of bias. Ablex Publishing.

Viáfara, J. & Largo, J. (2018). Colombian English Teachers' Professional Development: The Case of Master's. Profile Issus in Teachers' Professional Development, 20(1), 103-119. https://doi.org/10.15446/profile.v20n1.63323

Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO International Institute for Educational Planning.

Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. The Higher Education Academy.

Downloads

Published

2021-06-23

How to Cite

Lopez-Pinzón, M. M., Ramirez-Contreras, O. ., & Vargas-Orozco, L. F. . (2021). An Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from the stakeholders. GIST – Education and Learning Research Journal, (22), 21–50. https://doi.org/10.26817/16925777.826

Altmetric

Article metrics
Abstract views
Galley vies
PDF Views
HTML views
Other views

Some similar items: