Language-Building Activities and Interaction Variations With Mixed-Ability ESL University Learners in a Content-Based Course

Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts

“…The Colombian literature regarding the use of English for classroom instruction in he where Spanish is spoken as a first language resembles scholarship from the broader Iberian-American context in four main ways. First, the research agrees that the main reasons for the popular adoption of the emi approach are associated with educational policies at the micro and macro levels that seek to internationalize he for academic participation, competences for global economies, and opportunities for students to access international participation (Corrales et al, 2016;García, 2013;Serna-Dimas & Ruíz-Castellanos, 2014). Second, research on perceptions regarding emi continues to be widespread in the Colombian context (Corrales & Maloof, 2011;Corrales et al, 2016;García, 2013;Sánchez-Solarte et al, 2017).…”

Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education

“…At school level, for example, research indicates that English language teachers do and control most of classroom talk in which they explain information, give directions, and ask questions by following patterned combinations (Balcárcel-Zambrano, 2003;Bohórquez-Suárez, Gómez-Sará, & Medina-Mosquera, 2011;Fajardo, 2008;González-Humanez & Arias, 2009;Herazo-Rivera, 2010;Herazo-Rivera & Sagre-Barboza, 2016;Muñoz & Mora, 2006;Rosado-Mendinueta, 2012). At the university level, the study of the interactional practices normally point to the way students increase oral language participation and involvement in language-building activities, all by means of more language elaborations and variations in interaction (Montenegro, 2012;Serna-Dimas & Ruíz-Castellanos, 2014). In this context, English language teachers then seem to practice a more managerial approach in classroom interaction although patterned interactional sequences also dominate language teaching practices (Lucero, 2011(Lucero, , 2012(Lucero, , 2015Viáfara, 2011).…”