Jose Aldemar Alvarez Valencia

Jose Aldemar Alvarez Valencia
Universidad del Valle (Colombia) | UNIVALLE · Department of Foreign Languages and Cultures

· PhD in Second Language Acquisition & Teaching
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  • About
    Current institution
    Universidad del Valle (Colombia) | UNIVALLE
    Current position
    • Associate Professor
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    Projects (1)
    This study examines how SNSLL can articulate with language classes in a teacher education program. It aims at finding out how the affordances of SNSLL enhance langauge learning.
    Research Items (29)
    Language learning websites ( llw ) became a potential source of language learning since the emergence of the World Wide Web. Just as any instructional material, llw s enact views of language, learning, and learners through their semiotic designs (content and structural design). The study is an attempt to explore these three dimensions by examining the structure and contents of Pumarosa, a llw , and by focusing on the meaning-making process of one female user of this virtual environment. This case study draws on elements of multimodal semiotics and other qualitative techniques of data collection such as interviews, screen recording of actions on the virtual environment, and stimulated recall. Results indicate that the views of language, learning, and the way users are positioned on the llw exert significant influence on the meanings that the participant makes of these concepts
    Las redes sociales para el aprendizaje de lenguas (resal) han creado nuevos modelos de aprendizaje, de interacción social y de experiencias de aprendizaje. Este estudio se centra en Busuu —una resal bastante conocida— y examina las perspectivas de aprendizaje que subyacen al diseño semiótico del mismo. El artículo parte de la premisa según la cual la composición semiótica de cualquier medio de comunicación posiciona y promulga ciertas formas de tratamiento, adquisición y aprendizaje de los contenidos, y se basa en fundamentos teóricos y metodológicos de la investigación etnográfica y la semiótica social multimodal para analizar el sitio web. Una de las principales conclusiones del estudio indica que Busuu constituye un sistema ecológico de espacios semióticos entretejidos, donde los elementos y principios pedagógicos de las diferentes teorías del aprendizaje de lenguas —conductista, cognitiva, constructivista— se amalgaman de manera conflictiva y, al mismo tiempo, complementaria.
    Abstract Contemporary societies are grappling with the social changes caused by the current communication landscape and complex textual habitats. To account for this complexity in meaning-making practices, some scholars have proposed the multimodal approach. This paper intends to introduce the core concepts of multimodality including semiotic resources, modes of communication, and intersemiotic relationships. I provide practical applications of multimodal analyses by examining printed and digital pages of educational materials. The final section proposes a set of recommendation to integrate the multimodal perspective in language classes, highlighting the need to make students aware of the new dynamics of meaning making, negotiation and distribution of meanings.
    The rise in Study Abroad (SA) participation among college students has increased interest among educationalists wondering about the impact of SA on students, particularly when students return home without evidence of deep engagement and understanding of other cultures and people. The purpose of this case study was to locate one potential source of the meanings ascribed to the SA experience, through analysis of multimodal representations on the institutional website of a popular SA program provider. In this study, Kress’ model of multimodal social semiotic (MSS) communication was employed in the analysis of the ensemble of modes of communication (e.g. written language, layout, visual language) on the website, and their role in the production and dissemination of discourses of SA. Findings indicate that discourses of tourism prevail over discourses of education, and the representations enacted on the institutional website are mirrored in the discursive practices of students.
    This volume takes a critical look at teaching and learning English across the globe. Its aim is to fill a gap in the literature created by the omission of the voices of those engaged in the everyday practice of teaching and learning English; those of students, teachers, and specialists. Three unique characteristics give this book broad appeal. They include: - its inclusion of the perspectives and experiences of students and educators involved in the everyday practice of English language teaching and learning; - its inclusion of the experiences of students and educators in both core and non-core English-speaking countries; - its basis on original, qualitative studies conducted by scholars in different parts of the world including Europe, the Middle East, Asia, and the Americas. Of particular interest to applied linguists, scholars from diverse fields such as English as a Foreign/Second Language, English as an International Language, anthropology and education, English education, sociolinguistics, and bilingual education will also find value in this book. Written in accessible language, it can be used in such courses as Applied Linguistics, Second Language Classroom Contexts, Bilingualism and Multilingualism, English Around the World, Research Methodologies in Second Language Acquisition, and Research in Second Language Pedagogical Contexts. In addition, by focusing on presenting research experiences that adopt several epistemological and theoretical approaches, the book provides teachers of research with a great tool to examine varied applications of qualitative methods, data collection, and analytic techniques. Thus it could also be used for courses in Field Research and Qualitative Methods.
    Social networking has compelled the area of computer-assisted language learning (CALL) to expand its research palette and account for new virtual ecologies that afford language learning and socialization. This study focuses on Busuu, a social networking site for language learning (SNSLL), and analyzes the views of language that are enacted through the semiotic design of this participatory online environment. The study draws on methodological principles of multimodality to examine the website and data collected through auto-ethnographic accounts of the researcher, who participated as a member of the Busuu community for 10 weeks. Results indicate that Busuu is an ecological system composed of nested sub-systems that reflect structural, interactional, and ecological views of language that interweave in conflicting and complementary ways. Suggestions to improve SNSLLs concern the need to reach alignment in terms of the theoretical and pedagogical tenets that underscore the design of instructional materials. Implications pinpoint the potential of intersecting multimodality and CALL in the study of participatory online environments.
    Download paper from: The steadfast spread of English as the dominant world language has heightened the need to integrate culture in the foreign language teaching (FLT) curriculum, but how does this process crystallize in countries such as Colombia? The results of this review provide insight on the status of the intercultural perspective in FLT in Colombia by looking at the epistemological, theoretical, practical, and ideological issues that have sprung out of the thrust to articulate the cultural dimension in language teaching. This paper reviews six major refereed journals, concentrating on the types of articles published and the characteristics of research on culture. Findings indicate that the influence of sociocultural perspectives has propelled language teachers to move from a linguistic approach toward an intercultural approach to language and culture. Researchers favor qualitative research designs to explore linguistic and social issues, such as intercultural communication, cultural representations, and identity. The challenges that teachers and researchers face suggest that the intercultural dimension is still in its infancy in the Colombian scholarship.
    Bilingual Colombia has promoted the growth of professional development programs -PDP- for English teachers. In this article, the authors present some key concepts in the analysis of the continuing education of teachers; analyze the models of professional development proposed by Richards & Farrell (2005) and James (2001); summarize the main concepts elaborated by Colombian scholars on the professional development of English teachers; and propose a conceptual framework for the country. Conclusions suggest that professional development programs should use teacher development and not teacher training; include the individual and social perspectives of learning and teaching; embrace post-method approaches; promote the creation of knowledge in school and social settings; and promote meaningful practice of English among teachers
    Language teaching has gone from a linguistic centered approach towards a lingo-cultural experience in which learning a language goes hand in hand with the understanding of not only the target culture, but the learner’s own culture. This paper attempts to describe and reflect upon a collaborative and dialogical experience carried out between two teachers of the Languages Program of Universidad de la Salle, in Bogotá. The bilateral enrichment of such a pedagogical experience helped the teachers to improve their language teaching contexts and prompted the construction of a theoretical proposal to enhance intercultural awareness. It also opened the way for the development of critical intercultural competence in fl (foreign language) learners. Key words: Interculturality, critical intercultural awareness, critical intercultural competence, dialogical process La enseñanza de lengua ha pasado de un enfoque centrado en lo lingüístico hacia uno linguocultural, en el que el aprendizaje de una lengua va de la mano del entendimiento no sólo de la cultura objetivo, sino también de la propia cultura. Este artículo intenta describir y reflexionar alrededor de una experiencia colaborativa y dialógica que se realizó entre dos profesores del Programa de Lenguas de la Universidad de La Salle, en Bogotá. El enriquecimiento recíproco de esta experiencia pedagógica, permitió mejorar los contextos de enseñanza y la construcción de una propuesta teórica para promover la conciencia intercultural. También abrió las puertas para desarrollar competencia crítica intercultural en estudiantes de inglés como lengua extranjera. Palabras clave: Interculturalidad, conciencia crítica intercultural, competencia crítica intercultural, proceso dialógico
    This article reports on a qualitative, descriptive-interpretative study carried out in the M.A. in Applied Linguistics to TEFL at Universidad Distrital in Bogotá. It describes both the way the knowledge base of five in-service teachers has been constructed and the elements that articulate it. Data were collected during a period of seven months through journals and interviews. The findings show that teachers' knowledge base is the result of life experience and educational process. The components of knowledge base that teachers favored were content knowledge, general pedagogical knowledge and the knowledge about their role, their students and the teaching context. The study thus indicates that the knowledge base of language teacher education should not merely be founded on the knowledge provided during professional training; it should also be understood against the backdrop of teachers' language learning stories and instructional practice experiences, and within a particular sociocultural milieu. Keywords: knowledge base; reflection; EFL classroom; language teacher education; teaching practice. Research in which teachers share their stories may result in 'a humanizing and democratizing of knowledge.' (Beyer apud Golombek, 1994, p.406) INTRODUCTION
    This article reports on the results of a study carried out at Universidad de la Salle which aimed to identify the instructional sequences of six teachers of the “Licenciatura en lengua interviews. Findings show that teachers articulate their instructional sequences guided by stages such as practice, presentation, production, evaluation and homework check.
    This paper shows the final results of a research whose main aim was the description and characterization of the didactic sequences that are materialized in the teaching practice of six teachers of English of the Language Department at Universidad de la Salle. This qualitative descriptive and interpretative case study, applied observations, teachers’ logs and semistructure interviews as the basis to gather data. The data analysis allowed to see that the teachers’ didactic sequences are made up of three components: language skills, teaching activities and phases of development of a class. The identification of the didactic sequence primarily relied on the observations which permitted to determine sequences regarding the phases of a class and the language skills. It was concluded that the didactic sequence appears as a pedagogical interweave of several dimensions that do not encounter regularities since they are the product of the contingencies inherent to the interaction of the subjectivities of the didactic subjects.
    This article is a preliminary report of the advances of a research project whose aim is to describe and characterize the didactic sequences that structure the teaching practices of six teachers of English of the Languages Department at Universidad de la Salle. Data collection includes class observations, teachers’ logs and interviews. The discussion focus on the advances obtained both during the piloting process carried out during 2006 and from the research process of the current year. From a constructivist perspective, the didactic sequences of the teachers are factual. It is observed that the structural bases of the didactic sequences are the language skills, the textbook and the teachers’ pedagogical criterion.
    Las dinámicas actuales de las sociedades modernas y postmodernas hacen que haya una constante creación y flujo de unidades léxicas cuyo origen se hace cada vez más difícil de identificar. Este documen­to se propone reportar una experiencia investigativa en el área de la lexicografía que se llevó a cabo en algunos pueblos de la región de Cundinamarca. A través de grabaciones de audio de conversaciones informales, entrevistas y cuestionarios se buscó elaborar un glosario de naturaleza dialectal. Las conclusiones indican que debido a la movilidad de los habitantes de la ciudad de Bogotá hacia los pueblos de Cundinamarca y viceversa, es difuso determinar un vocabulario específico.
    English language teaching around the world is taking new routes at an accelerated rhythm. As part of a globalized world, Colombia has been trying to accommodate to the new dynamics. One way to do this is through the de-contextualized implementation of standards adapted and/or adopted from overseas. This article aims at promoting reflection and awareness on implications that might arise due to the implementation of the Common European Framework (CEF) in Colombia. This paper bases its discussion on relevant literature related to bilingualism, the CEF and the Colombian Ministry of Education. The conclusion states the need for the construction of standards regarding foreign language education based on our contextual features, not leaving aside the issue of being globally competent. Resumen La enseñanza del Inglés en todo el mundo está tomando nuevos caminos a un ritmo acelerado. Como parte de la globalización mundial, Colombia ha estado tratando de acomodarse a las nuevas dinámicas en la enseñanza de idiomas. Una forma de hacer esto es a través de la implementación descontextualizada de estándares de modelos de enseñanza-aprendizaje adaptados o adoptados de otros países. Este artículo pretende promover la reflexión y crear conciencia acerca de las muchas implicaciones que pueden surgir debido a la implementación del Marco de Referencia Europeo en nuestro contexto. Este documento fundamenta su tesis en bibliografía relacionada con el bilingüismo, el MRE (Marco de Referencia Europeo) y el MEN (Ministerio de Educación Nacional de Colombia). Las conclusiones muestran la necesidad de crear unos estándares para la educación en lenguas extranjeras teniendo en cuenta nuestras características contextuales, sin dejar de lado el hecho de ser globalmente competentes. Palabras claves: estándares para lengua extranjera, MFE (Marco de Referencia Europeo), políticas lingüísticas bilingüismo, MEN (Ministerio de Educación Nacional Colombiano).
    This article focuses on the description of a methodological innovation implemented in a beginner's English class at university level in Bogotá, Colombia which had two aims: First, to explore the role of reading aloud activities in the teaching of English, and second, to describe the narrative template students use when retelling a story in writing. Data collection sources for this small-scale project incorporated class observation during the reading aloud activity, students' written samples as the means for them to retell the story, and interviews that were held at the end of the research process. This experience allowed both the teacher and the learners to approach English and see themselves playing a different role in the classroom. Moreover, it helped students foster their communicative competence as well as their motivation toward English language learning. Thus, this study promotes pedagogical debate about literacy processes in English in adults and the applicability of this kind of innovation in an EFL context. K K K K Key wor ey wor ey wor ey wor ey words:
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