Discovering my teaching features and their relation with my students ? learning: An autoethnography
Main Article Content
Abstract
The aim of this paper is to present the results of a research which explored the features of my teaching and the influence it had on my students ? language learning. Nine students: five males and four females from an English Beginners Level 2 course in a public university and me as a teacher researcher participated in this autoethnographic case study. Observation was conducted during four weeks in six class sessions, a focus group interview with the students was applied and journals from both the students and the teacher were collected. Data sources were videotaped, recorded and transcribed; they were coded and analyzed using qualitative methods. Results showed emergent patterns related to my teaching features such as my proactive side, my informality and affection; in regards to my students ? signs of learning there were elements such as learning from instruction, learning from co-construction and learning and performance. Findings indicated that between my teaching features and my students ? learning there was a relation in terms of my attitude, the way activities were presented and the classroom environment.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Alexander, R. (2008). Handout 12-Dialogic Teaching. Retrieved from. http://www.docstoc.com/docs/158279559/Handout-12-Dialogic-Teach-mgdocx—PDST.
Clavijo, A., Guerrero, C., Torres, C., Ramirez , L. & Torres, N. (2004). Teachers Acting Critically Upon The Curriculum: Innovations That Transform Teaching. Ikala, 9 (15), 11-41. Retrieved from. http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/3141/2908.
De Andres, V. (2002). The Influence ofAaffectiveV-variables on EFL/ESL Learning and Teaching. The Journal of the Imagination in Language Learning and Teaching, VII. Retrieved from http://www.njcu.edu/cill/vol7/andres.html.
Denzin, N., & Lincoln, Y. (2005). Handbook of qualitative research (3rd ed.) Retrieved from http://www.academia.edu/7694404/A_Qualitative_Research_Essay.
Ellis, C., Adams, T. & Bochner, A. (2010). Autoethnog-raphy: An Overview [40 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 72(1), Art. 10,Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108.
Fandiño, Y. (2010). Explicit Teaching Of Socio-Affective Language Learning Strategies To Beginner EFL Students. Ikala, 75(1), 145-169. Retrieved from. http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/5099/4470.
Garcia & Figueroa. (2007). Teaching and Learning Crossroads. Zona Próxima, (8), 78-93. Retrieved from. http://rcientificas.uninorte.edu.co/index.php/zona/article/viewArticle/1685/4629
Hallam, M. (2009). Why Teacher Dispositions Are a Crucial Aspect of Student Success. The Language Educator, Jan 2009, 26-29. Retrieved from http://byuflang276.wikispaces.com/file/view/Hallam+Lang+Educator+Dispositions.pdf.
Hamilton, L., Corbett-Whittier, C. & Fowler, Z. (2012). Using Case Studies in Education Research. London: Sage.
Herazo, Jerez & Lorduy. (2009). Learning Through Communication In The EFL Class: Going Beyond The PPP Approach. Ikala, 74(3), 117-136. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/issue/view/373/show-Toc.
Krashen, S. (1981). Second language acquisition and second language learning. University of Southern California. Retrieved form: http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf.
Kumaravadivelu, B. (2003). Beyond methods: Ma-crostrategies for Language Teaching. New Haven and London: Yale University Press.
Mc Nulty, M. (2010). Action research tópica and questions in foreign languages teaching practicum in Colombia. Ikala, 15 (1), 207-230. Retrieved from: http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/issue/view/537/showToc.
Maturana, H. (2008). Some Notes on Maturana's Australian Workshops. Retrieved from http://www.pnc.com.au/~lfell/notes.html.
Morin, E. (1994). Introducción al pensamiento complejo. Barcelona: Gedisa.
Orrego, L. & Díaz, A. (2010). Empleo de estrategias de aprendizaje de lenguas extranjeras: inglés y francés. Ikala, 15 (24), 105-142. Retrieved form: http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/viewFile/5098/4466.
Oxford, R. (2003). Language learning styles and strategies: an overview. Oxford: GALA
Pineau, G. (2000). Temporalités en formation. Paris: Anthropos.
Robertson, A. (2008). The ongoing influence of Krashen's Input Hypothesis. Retrieved from. http://languagelearningandteaching.blogspot.com/2008/07/krashens-input-hypothesis.html.
Rosado, N. (2012). A fractal of Students' and Teachers' Learning Systems in Colombian EFL Classrooms. (Unpublished Doctoral Thesis). Universidad del Atlántico, Barranquilla.
Schön, D. (2000). The reflective practioner. How professionals think in action. New York: Basic Books
Tate, M. (2007). Shouting won't grow dendrites. Thousand Oaks, Ca: Corwin.
Tice, J. (1997). The Mixed Ability Class. Richmond Handbooks for Teachers. London: Richmond Publishing.