2020
DOI: 10.17533/udea.ikala.v26n01a11
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Pre-Service EFL Teachers’ Responses to a Systemic Functional Linguistics Pedagogical Unit: An Experience in a Public University in Colombia

Abstract: Acknowledging the need for pre-service teachers to learn about language structures, many teacher preparation programs have incorporated grammar courses into their curriculum. Recently, there has been a push from Systemic Functional Linguistic (SFL) scholars to switch to more functional views of grammar in these courses. Such a switch, scholars claim, can better prepare pre-service teachers (PST) for writing across the curriculum and for teaching writing to their prospective students. Despite the potential bene… Show more

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“…Regarding the latter, Castañeda-Trujillo (2021), Sarasa (2017), and Ubaque-Casallas and Aguirre-Garzón (2020) assert that student-teachers demonstrate lesson planning and delivery in their teaching performance in the classroom with elements such as the roles they assume, the methodologies they implement, the materials they design, the classroom atmosphere they create, and the teaching strategies they employ (even for in-situ decisions and problem-solving acts). The other side of the coin is how lesson planning and delivery involve the learners as their class performance demonstrates how student-teachers connect lesson planning with the context and the learners' needs and interests (Chavarría & Correa, 2021;Macías & Sánchez, 2015;Viáfara-González, 2005;Viáfara-González & Pachón-Achuri, 2021).…”
Section: Student-teachers In the Colombian Elt Practicummentioning
confidence: 99%
“…Regarding the latter, Castañeda-Trujillo (2021), Sarasa (2017), and Ubaque-Casallas and Aguirre-Garzón (2020) assert that student-teachers demonstrate lesson planning and delivery in their teaching performance in the classroom with elements such as the roles they assume, the methodologies they implement, the materials they design, the classroom atmosphere they create, and the teaching strategies they employ (even for in-situ decisions and problem-solving acts). The other side of the coin is how lesson planning and delivery involve the learners as their class performance demonstrates how student-teachers connect lesson planning with the context and the learners' needs and interests (Chavarría & Correa, 2021;Macías & Sánchez, 2015;Viáfara-González, 2005;Viáfara-González & Pachón-Achuri, 2021).…”
Section: Student-teachers In the Colombian Elt Practicummentioning
confidence: 99%