Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

Mora, Raúl Alberto

doi:10.26817/16925777.1137

Cited by 3 publications

(2 citation statements)

References 41 publications

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“…It is observable in the recent number of studies and thesis that have been carried out on this field of knowledge. Yet, more research is being needed in order to better understand the way ELF has been permeating the Colombian scenario since this action would allow determining if it is possible to talk about a Colombian variety of English, as it has been suggested by some scholars from the national scenario as it is the case of Macías (2010) and Mora (2022) who…”

Section: Discussionmentioning

confidence: 99%

“…In broad terms, English as a foreign language (EFL) is a term that has been historically employed with the purpose of referring to contexts where English is taught as an additional language. Although at first this seems to be a very simplistic definition of what EFL entails (and possibly the most adequate because of the particularities of a country like Colombia), following the perspective of Mora (2022) it is worth emphasizing that the general connotation of EFL goes far beyond.…”

Section: Introductionmentioning

confidence: 99%

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From EFL to ELF: In the Need to Incorporate Principles of English as a Lingua Franca in Colombian ELT

Pérez

2022

ENLE.JOU

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English as a lingua franca is a phenomenon that has been gaining importance in the last few years. In the international scenario, scholarly literature has already explored the possible benefits of incorporating ELF in the ELT field. In Colombia, however, the empirical and conceptual studies on this area are scarce. Keeping this in mind, this reflective article discusses the possibility of progressively incorporating ELF in the Colombian ELT. In the first place, what ELF is, is analyzed, and this and other terms that have been used to refer to this linguistic phenomenon are differentiated. Second, some of the areas that need to take into consideration (materials design, assessment practices, to mention a few) are presented if we want to integrate ELF in Colombian ELT. Finally, some conclusions are presented, as well as potential research scenarios regarding ELF

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

From EFL to ELF: In the Need to Incorporate Principles of English as a Lingua Franca in Colombian ELT

Pérez

2022

ENLE.JOU

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Interrogating Hierarchies to Build a Humanitarian Literacy Research Architecture: Multiple Perspectives

Johnson,

Mora,

Parsons

et al. 2024

Literacy Research: Theory, Method, and Practice

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This year's conference theme was a collective invitation to face how we, as a literacy research collective, may have played a role in marginalization and disenfranchisement and the further promotion and perpetuation of conceptual and linguistic hierarchies. The conference theme also became an invitation to propose ways to counter these existing hierarchies and how we use research as part of that solution. That was the spirit behind this year's Integrative Research Review Panel. This panel brought together five scholars, encompassing four perspectives, to tackle this year's conference theme of “Interrogating Hierarchies.” The four papers approached the conversation about hierarchies from research on Black writing, English as a global affair, the science of reading, and social design-based experiments, not only outlining the pressing issues but also proposing solutions that our research community can embrace. As we read the four papers comprising this panel, it is worth pointing out how, despite the divergent departure points that each panelist's work represents, the four papers organically lay out a series of agreements about the need to rethink how we conceive English to avoid disenfranchisement, the importance of valuing minoritized and marginalized voices to rethink literacy, and the challenges to align our research with advocacy efforts.

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Discourse, Knowledge, and Practice

Lucero

2024

Colomb. appl. linguist. j

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This article presents the findings of a three-stage qualitative study examining how English language teacher education in Colombia conceives its teaching practicum and student-teachers. Insights emerged from three key sources: English language student-teachers’ autoethnographies, Colombian-authored scholarly articles, and undergraduate programs’ relevant institutional documents. We analyzed each source using tailored methodologies: narrative analysis, epistemic discourse analysis, and documentary analysis. The findings reveal that the practicum is understood by three points of convergence: foundation, knowledge, and practice. This framework defines English language student-teachers by their discourse, knowledge, and practice. The study highlights that the teaching practicum is a pivotal space where student-teachers apply language education discourses and their knowledge in practice. Reflecting on how English language student-teachers are formed and how the practicum is conceived has prompted the undergraduate programs and the community to advocate for a transformation from a theoretical approach to a more flexible, experience-based approach.

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Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

Cited by 3 publications

References 41 publications

From EFL to ELF: In the Need to Incorporate Principles of English as a Lingua Franca in Colombian ELT

From EFL to ELF: In the Need to Incorporate Principles of English as a Lingua Franca in Colombian ELT

Interrogating Hierarchies to Build a Humanitarian Literacy Research Architecture: Multiple Perspectives

Discourse, Knowledge, and Practice

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