ASOCOPINewsletterMay, 2011

ASOCOPI - Carrera 27A No. 53-06 Oficina 405, Bogotá Tel/Fax (571) 211 50 18 - e-mail: asocopi@yahoo.com - www asocopi.org

Dear ELT colleagues,

With a sustained intention to maintain contact with the actors in the Colombian ELT community, I am glad to welcome you all, former and new associates across the Colombian territory, to the 2011 first issue of our Newsletter. This new issue is being distributed online after consulting our members about the possibility to have a wider coverage and to be environmentally wise in its distribution.

After a massive (about seven hundred attendees) and academically successful 45th ASOCOPI Annual Conference held at Universidad Simón Bolivar in the happy and warm Barranquilla, whose local organizing team led by our colleague Milena Vergara deserve all our recognition and thanks, the Board of Directors changed. The members who attended the General Assembly scheduled within the 45th Conference voted favorably for the proposal of a list of new Board of Directors for the period 2010-2012 as follows:

President: Alvaro Quintero, MA, Universidad Distrital “Francisco José de Caldas”Vice President: Adriana Gonzalez, PhD , Universidad de AntioquiaSecretary: Claudia Nieto, MA, Universidad Nacional de ColombiaTreasurer: Helena Guerrero, PhD, Universidad Distrital “Francisco José de Caldas” Spokesperson: Melba Libia Cárdenas, Universidad Nacional de Colombia

As President elect, I would like to also welcome my new fellow officers and express words of gratitude to the former BODs John Jairo Viáfara from Universidad Pedagógica y Tecnológica de Colombia

(UPTC) and currently a PhD student at the University of Arizona; José Aldemar Álvarez from Universidad de La Salle, currently a PhD student at the University of Arizona, and Gabriel Obando from Universidad de Nariño. The new team will continue to orient our Association towards a critical and academic perspective from which to look at the principles that determine the English language educational and research practices in Colombia. The new BODs will also continue to serve Colombian English teachers through the Association’s main areas: HOW journal, the Annual Conference, the Academic workshops and lectures in the regions, and the Newsletter.

The HOW Journal is registered with Infotrac GALE, Cengage Learning - Informe Académico and indexed in Publindex-Colciencias, classified in category C (recently renewed by Publindex). HOW journal continues to grow thanks mainly to the contribution of authors from both Colombian and foreign institutions and the effort of the editorial team. A special acknowledgement goes to the staff of PROFILE Journal, headed by Professor Melba Libia Cárdenas, for their invaluable help and academic support without which the HOW Journal would not have reached its current standards. We are encouraging you to disseminate your pedagogical and research experiences by submitting your articles to our journal.

The ASOCOPI lectures and workshops in the regions are a series of academic activities which take place in cities around the country. The purpose of these activities is to provide an atmosphere for participants to share concerns and to develop scholarly work on such issues as teaching, learning, testing, assessment,

A welcome note from the new ASOCOPI president

ISSN

: 012

2-84

X

ASOCOPI

�

program evaluation, and materials in the area of EFL. The admission to these activities is free of charge. In the first months of 2011, some sessions in Bogotá, at Universidad Nacional, and Tunja at UPTC, started with good attendance and appealing topics such as native vs. non-native teacher speakers of English Language, textbook evaluation, and pre-service teacher knowledge base.

The 46th Annual Conference theme is “The Role of ELT Innovation and Research in Challenging Times”. The venue is Colegio Agustiniano Ciudad Salitre – Bogotá, and the date is October 13 - 14, 2011. This year’s conference is expected to draw a bigger

number of educators, reserarchers, publishers and administrators. Some remarkable international and

national lecturers have already been contacted and are in the process of being confirmed. They will soon be announced in our website www.asocopi.org. This is going to be an opportunity to enhance the role of English teachers as responsible for questioning and transforming practices in and outside the classrooms even in situations of difficulty. Please plan to attend. The call for presentations is now open at http://www.asocopi.org/Participants2011.html.

Finally, I hope that you decide to take an active part in any or all of the activities of our Association this year. We will be open to hear from you through any of our communication channels.

Sincerely,Alvaro H. Quintero P. ASOCOPI President Universidad Distrital “Francisco José de Caldas”

4 Improve the practice of English language teaching.

4 Strengthen the sense of identity of language teachers through membership in a professional organization.

4 Promote the exchange of ideas, resources, information, and experiences between language teachers on a national level as well as at an international level.

4 Promote high levels of education and professional development of university students, in the field of foreign language teaching.

4 Provide opportunities of continued professional development of teachers.

4 Encourage research in the area of foreign language teaching and learning.

4 Provide a forum for the introduction and exchange of new ideas and practices and for the production of educational material.

4 Encourage a high level of education and professionalism among its members.

4 Provide a consultative and advisory road in the development of educational innovations, English for Special Purposes, Applied Linguistics, Material Development, and Academic Programs at the primary, secondary and university levels.

4 Stimulate the cooperation of mutual support among language teachers.

4 Organize support activities for the development and maintenance of linguistic abilities of non-native students and teachers.

ASOCOPI Mission Statement

ASOCOPI

�

From the Editor

Colombian English Teachers’ Voices on the ETL Profession: Informing the field from withinBy: Carmen Helena Guerrero Nieto, ASOCOPI Treasurer and Newsletter Editor in Chief – Universidad Distrital Francisco José de Caldas

ASOCOPI has been an important player in the teaching of English in Colombia throughout its existence; an evidence of this is the amount of members we have today and the annual conferences we have had uninterruptedly since its foundation. During the last years ASOCOPI has also taken a more active role in helping Colombian English teachers to find their own voices and their own identities. That is why our latest conferences have brought together scholars of the highest qualifications both from abroad and from Colombia; also, our latest conferences are characterized by the huge amount of research reports from university and school teacher researchers, and little by little, research reports form undergraduate students too.

As a response to this increasing interest and response of Colombian teachers in sharing the findings of their research studies, either short or long scale, our theme this year is “The role of ELT innovation and research in challenging times”. The BOD of ASOCOPI consider that Colombian teachers have been informing their teaching practice by conducting research and it is not only necessary but crucial to share those results with the academic community. Our interest in ASOCOPI is to maintain ties with the international TEFL community by inviting lectures from abroad, while at the same time strengthening the voices of our Colombian English teachers by showing their understandings of the field.

Colombian English teachers’ voices are then relevant in this moment when due to the impact of the National Bilingualism Plan, long standing myths haunt the academic community to direct how English should be taught. Just to mention two of them, 1) The myth of “Native speakers make better teachers” brings as a consequence that parents and school administrators privilege native speakers of English over professional Colombian English teachers despite the fact that is has been widely documented that teachers who speak the L1 of their students do make better teachers (Kachru, 1992; McKay, 2003; Pennycook, 1998a; Phillipson, 1992, Seidlhofer, 2005); 2) The myth of “English Only in the classroom,” which denies the amazing resource of speaking two languages and being able to use both when necessary to move forward in developing the linguistic code under study (Auberbach, 1993) and denies the fact that being bilingual does not mean two monolinguals in the body and mind of a person (Grosjean, 1982).

As an example of the type of research Colombian English teachers are carrying out, this Newsletter includes the papers of two Colombian teacher-researchers. One is Edgar Lucero, whose paper deals with a particular aspect of code-switching and calls our attention to the need of paying more attention to this phenomenon on the one hand and, on the other, on the fact that code-switching is a normal linguistic behavior. In a different line of research but equally relevant, Yamith Fandiño explores and defends, once again, the need to include reflective teaching in pre-service teaching programs so that Colombian English teachers take a more active and critical role within the implementation of language policies dictated by the Colombian national government.

We hope that this issue of our Newsletter brings relevant information to all the academic community of English Language Teaching in Colombia as well as pose some questions on how each one of us can contribute to make our field more meaningful to the school community and the society at large. Finally, we hope to see you all participating in our 46th annual Conference in Bogotá.

ReferencesAuberbach, E (1993) Re-examining English Only in the

ESL classroom. TESOL Quarterly, 27 (1), 9-32.

Grosjean, F (1982) Life with two languages. An introduction to bilingualism. Cambridge, Massachusetts and London: Harvard University Press.

Kachru, B (1992) The other tongue. English across cultures. The Board of Trustees of the University of Illinois: Illinois, Ch. Models for non native Englishes.

McKay, S (2003) Toward an appropriate EIL pedagogy: Re-examining common ESL assumptions. International Journal of Applied Linguistics, 13, (1), pp. 1-22.

Pennycook, A (1998a) English and the discourses of colonialism. London & New York: Routledge.

Phillipson, R (1992) Linguistic Imperialism. Oxford: Oxford University Press.

Seidlhofer, B (2005) English as a lingua franca. ELT Journal, 59 (4), pp 339-341.

ASOCOPI

�

As English language teachers, we always look to have our students speak in this target language through different activities such as discussions, debates, presentations, oral reports, or through simple descriptions of their daily activities. We do believe that these activities provide our students with opportunities to focus not only on the linguistic patterns of English but also on negotiating meaning by using and learning the target language.

This conception resembles what Swain (2000) explains in her Output Hypothesis when she states that learners need to do something to produce language, and by doing so, they create linguistic forms and meaning as “they discover what they can and cannot do” with the target language (p. 99).

When our students speak English, they can come across unknown lexical items (Lewis, 1993) in the target language. Thus, we encounter our students stopping their output for a while to request the unknown lexical item with questions like “Teacher, how do you say…?” or “¿Cómo digo …?” Then, as teachers, our most common subsequent action is replying with the word they are looking for. Even though this pattern seems to be unexceptional, it involves more than a request and a reply in the negotiation of meaning in the student-teacher interaction in class. This paper looks for briefly illustrating the functional level of these questions, their purposes and development in interaction, plus an approach to study them.

My reflection on this pattern comes from an Ethnomethodological Conversation Analysis (Seedhouse, 2005) of twenty transcripts of EFL classes at university level. This analysis reveals that students use various communication strategies that simultaneously generate different types of interactional behavior. One of those strategies is code-switching. The students use it for three major purposes: (a) for clarifying and emphasizing a

Code-switching to know a TL equivalent of a L1 word: Development and functions.By: Edgar Lucero, Universidad de La Salle

ASOCOPI

�

message which resembles the study done by Stroud (1998); (b) for expressing first language idioms which resembles the study done by Anderdorff (1993); and (c) for asking for the target language (TL) equivalent of a first language (L1) word (see Ûstûnel & Seedhouse, 2005).

When the students use code-switching for the third purpose, I encounter in the data that there is a common development of this pattern in class. First, a student is talking about something in the TL. Second, while constructing his/her speaking, the student comes across with an unknown lexical item in the TL; this situation is similar to a breakdown in conversation (see Schegloff, 2000). In the third part, the student recurs in asking the teacher for the unknown word. Here, the student generally uses code-switching for both the question and the L1 word that needs the TL equivalent or simply for the unknown word in L1 that can come attached to a question in the TL. Fourth, the teacher provides the English equivalent of the L1 word; and then, fifth, the student incorporates or does not incorporate that TL word as s/he continues constructing his/her speech in the TL. The two following excerpts from the data exemplify the pattern.

Excerpt 1. Salir?01 Student: My situation is in the email messenger. I received poems from a man. He didn’t know me and he asked me my telephone number and he called me, and called me. He called me late at night and he invited me to… eh… salir?02 Teacher: to go out.03 Student: to go out but he called me late at night and he was annoying. One night I say no more and he stopped call me.

Excerpt 2. How do you say bajar de peso?01 Student: The main topic of the movie is about drugs. She wants act like the TV program in the movie. She starts to… to take pills for… eh… how do you say bajar de peso?02 Teacher: To lose weight.03 Student: To lose weight because… eh… she wants put a red dress that she used before.

These two representative excerpts from the data show how the pattern in reference is commonly developed between the students and the teacher in their interaction while the former is producing

output in the TL. The students’ use of code-switching to learn the TL equivalent of the L1 words carries out functional purposes in the interaction. The students need the TL equivalent to solve their breakdown and to continue constructing their utterance in the TL. They also need it to make the teacher fully understand the content of their speech. These two purposes, in turn, build the current interaction between the teacher and the students.

Therefore, if the students’ use of code-switching to learn the TL equivalent of an L1 word carries out functional purposes in interaction, it becomes necessary to study this particular pattern as a speech act. According to Searl (1969), a speech act happens under certain contexts, conditions, and intentions. Going back to our two excerpts, these three aspects are identified as follows: the context is the classroom when a student is producing output in the TL when interacting with the teacher; the conditions are the reference of only one attempt in the emission of the code-switching (what the equivalent is), accompanied by sufficient information to identify the attempt (the student’s request); and the intentions are, first, to receive a reply to solve the breakdown in the flow of communication and, second, to maintain the interaction moving in accordance with the implicit conventions of the task (talk in the target language). Besides, Searle (1969) states that each speech act has meaning and an effect on the hearer’s behavior during a conversation since each one who interacts reacts to what has been addressed in the previous turn. It is noticeable in both excerpts when the two students request the TL equivalents of the teacher, a situation that generates a reaction in the teacher who, in turn, immediately provides the TL equivalent. Finally, a speech act (Searle, 1979) seems to be composed of a syntactical structure: the students generally use code-switching for both the question and the L1 word that needs the TL equivalent or simply for the unknown word in L1 that can come attached to a question in the TL.

When code-switching to discover the TL equivalent of an L1 word is seen through the speech act theory and analyzed within the steps of the Ethnomethodological Conversation Analysis, this approach contributes to the revelation of two core aspects in second language teaching: how

ASOCOPI

�

language learning takes place in interaction and what pedagogy is applied to achieve it.

On the one hand, this code-switching pattern helps in the negotiation of meaning in interaction: the code-switched lexical item plus its TL equivalent play a role in building meaning in interaction (it provides input as it can activate uptake). Besides, the pattern helps explain how talk is co-constructed (see Schegloff, 1997) between the student and the teacher in class. After the provision of the TL equivalent, the initial topic of the conversation resumes. Finally, this pattern deals with the interlanguage perspective (see Tarone, 2001): the comparison between both languages, L1 and TL, for communication and learning.

On the other hand, this code-switching pattern allows, to some extent, pupil-initiated interaction (Ilatov, Shamai, Hertz-Lazarovitz, & Mayer-Young, 1998), which puts into practice the pragmatic language competence: how students take advantage of their turn for an extended talk to solve problems in communication. Besides, the teacher provision of the TL equivalent gives an account of the continued understanding of the students’ meanings: the TL equivalent generally matches and fixes the blank of the breakdown in accordance with morphosyntactical forms (e.g. the TL equivalent of a verb is provided with its respective form in accordance with the sentence with the breakdown; see turn 02 in both excerpts). When this happens, the teacher is fully aware of interlanguage aspects since the TL equivalent is directly copied by the students to go on constructing their speech. Therefore, I say that the TL equivalent provision is conversation-constructing since it provides input that serves the students’ needs of current communication.

ConclusionCode-switching to learn a TL equivalent of an L1 word is a pattern of communication that needs to be treated with sufficient attention by English language Teachers. The reason for this resides in the functionality this pattern has within the classroom interaction. As I briefly expose in this paper, this pattern has a development that, turn by turn, carries out functionalities in the construction of student-teacher interaction and language use. Finally, in order to study this pattern in depth,

the approach of combining Speech Act Theory and Ethnomethodological Conversation Analysis becomes pertinent. In any even, there is more to be explained about this particular interactional pattern.

ReferencesAnderdorff, R. (1993). Code-switching amongst Zulu-

Speaking teachers and their pupils: Its functions and implications for teacher education. Language and Education. 7.3: 141-161.

Ilatov, Z. Z., Shamai, S., Hertz-Lazarovitz, R., & Mayer-Young, S. (1998). Teacher-student classroom interactions: The influence of gender, academic dominance, and teacher communication style. Adolescence, 33(130), 269-277. Retrieved June 3, 2010, from ProQuest Medical Library. (Document ID: 32612446).

Lewis, M. (1993). The Lexical Approach. London: Language Teaching Publications, Commercial Colour Press.

Schegloff, E. (1997) “Whose text? Whose context?” Discourse & Society 8:165-87.

Schegloff, E. (2000). “When others initiate repair” Applied Linguistics 21/2: 205-243.

Searle, J.R. (1969). Speech Acts. New York: Cambridge University Press.

Searle, J.R. (1979). Expression and Meaning. New York: Cambridge University Press.

Seedhouse, P. (2005). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Madison, USA: Language Learning Monograph Series.

Stroud, C. (1998). Perspectives on cultural variability of discourse and some implications for code-switching. In P. Auer (Ed.), Code-Switching in Conversation (pp. 321-349). London: Routledge.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.) Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, pp. 97-114.

Tarone, E. (2001), Interlanguage. In R. Mesthrie (Ed.). Concise Encyclopedia of Sociolinguistics. (pp. 475–481) Oxford: Elsevier Science.

Ûstûnel, E. & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15(3), 302-325.

ASOCOPI

�

As always, our annual conference was possible thanks to the support of many people and institutions. First of all, I should acknowledge the valuable contributions of the following institutions whose support was vital to run our national event: ASOCOPI members and attendees; the Simón Bolívar University, for their commitment and hospitality; the ELT and teacher education programme administrators; the teachers and researchers who have sent their proposals to this conference; the plenary speakers who kindly accepted our invitation to share their knowledge with us; the PROFILE Research Group of the Foreign Languages Department at Colombia’s National University, Bogotá campus, for supporting us in the maintenance of the publication of the HOW journal; the American Embassy who has supported us with the ELT Forum publication; and, of course, all the publishing houses who have kindly continued their support for our Association.

“Seeking Alternatives in EFL Classrooms: The Need for Inclusive Curricula” was the theme of our national event in 2010r. We know that the curriculum has been the focus of attention in different events in ELT. However, the subject of inclusion in education is a constant preoccupation of the academic community in its attempts to bring literacy to all sectors of society. This worry is somehow more marked when it comes to teaching and learning a foreign language in circumstances as diverse as the ones we have in Colombia.

Several issues justify the conference’s focus on inclusive curriculum in our country. As attendees could find in the programme, the plenary and concurrent sessions gave us the opportunity to examine issues concerning aspects like the following:

- coherence between pedagogical principles and claims in the curriculum and what happens or can be done in the classroom

- the curriculum and the alternatives we have to provide different and equal opportunities for students to learn the English language, according to students’ profiles and context

- the planning of the ELT curriculum and its implementation according to contextual factors

- roles of teachers, teacher educators and the educational community

- the role that motivation and language learning beliefs play in having inclusive curricula

- the importance of listening to and caring for students at risk

- the possibility of using dynamic assessment to promote inclusiveness in second language learning and teaching, as well as in teacher education programmes

- the importance of context, collaboration and construction if we aim at having an inclusive classroom in a diverse society, and

- the necessity of including accent awareness activities in our classes as a path to cultural inclusion.

These issues were addressed from different but complementary perspectives by our plenary speakers who are Dr. Paula Golombek (University of Florida, USA), Dr. Ana Maria F. Barcelos (Universidade Federal de Viçosa, Brasil), Dr. Nora Basurto (Universidad Veracruzana, Mexico), Dr. Adriana González (Universidad de Antioquia), Ismael Garrido, M.A. (State University of Puebla, Mexico and sponsored by TESOL), Aaron Rogers, M.A. (Pearson Longman Colombia), and Thomas Gardner, M.A. (Richmond Publishing).

In its broader sense, the curriculum includes all the relevant decision making processes of all or most of the participants of an educational community or society. The results of these processes generally exist

45th Annual Conference “Seeking Alternatives in EFL Classrooms: The Need for Inclusive CurriculaKey Note SpeechBy: Melba Libia Cárdenas B., Universidad Nacional de Colombia, Sede Bogotá

ASOCOPI

�

in some concrete form, namely: policy documents, syllabuses, teacher-education programmes, teaching materials and resources, and teaching and learning acts (Johnson, 1989). In addition, the products resulting from decisions by teachers, administrators or policy makers are expected to be based on the analysis of local reality. This examination of the context in which the institution is located and its situational conditions should lead us to reach common goals (Richards, 2001). All of this should be the result of collaborative work which, nevertheless, might undergo tensions and complex circumstances.

In a country like Colombia, stricken by several socioeconomic problems, the task of providing high-quality EFL (English as a Foreign Language) education that responds to the needs of different kinds of population becomes a real challenge for the English teacher and for the definition of language policies. ‘Policy’ plays an important role and involves different actors. Policy is defined as “any broad statement of aims whether at the level of a national curriculum or as a ‘good idea’ a teacher or learner may put forward for the classroom” (Johnson, 1989, p. 2).

To achieve and maintain coherence in the curriculum we do not only need policy statements, but pragmatic conditions. We need the active engagement and cooperation of all participants. This depends upon determination, collaboration, the necessary working conditions, and appropriate organisational structures. As pointed out by Henderson and Hawthorne (2000), collaboration means sharing knowledge, perspectives, beliefs, and practices. It also implies the commitment to plan and to look for creative solutions to problems, mutual support and professional development.

The role of teacher knowledge and voice in the design and development of the curriculum is often present in discourse by policy makers all over the world. It has also been acknowledged in scholarly publications. For instance, in a study conducted with elementary ESOL (English to Speakers of Other Languages) teachers, it was found that the teachers’ knowledge of their context was the filter through which all curriculum decisions and project possibilities were evaluated (Sharkey, 2004, p. 141). They can operate in three principal ways, namely: 1) As a way to establish trust and legitimacy; 2) As a way of articulating needs and concerns regarding the project; and 3) As a way of identifying and critiquing the political factors that affect their work.

Decisions, products, processes and possibilities need systematic evaluation and examination, and this can be done through investigation. In Colombia, we have

witnessed how the teacher research movement has grown and become stronger in the past few years. Papers containing explorations and explanations about curricular issues in different levels and teacher education programmes can be read, for example, in magazines and professional journals led by universities, research groups and ASOCOPI. In most of them we can find life experiences, classroom research, innovations and reflections, all supported by academic knowledge, along with common teachers’ wisdom and know-how, as well as works of experienced teachers and teacher-researchers. Most of their writings connected to curriculum are in tune with two of the guidelines Fals Borda (1995) outlined for sociology researchers: “Do not depend solely on your culture to interpret facts, but recover local values, traits, beliefs, and arts for action by and with the research organizations; and […] diffuse and share what you have learned together with the people, in a manner that is wholly understandable and even literary and pleasant, for science should not be necessarily a mystery nor a monopoly of experts and intellectuals”.

Once more, we got together to deepen our understanding of English language teaching and to strengthen collegiality, networking and friendship. ASOCOPI is very pleased to share with our affiliates and readership that the event held in Barranquilla was a real success and wishes to count on your participation in the activities it will organise in the coming future!

ReferencesFals-Borda, O. (1995). Research for Social Justice: Some North-

South Convergences. Plenary Address at the Southern Sociological Society Meeting, Atlanta, April 8, 1995. Retrieved September 14, 2010, from http://comm-org.wisc.edu/si/falsborda.htm

Johnson, R. K. (1989). A decision-making framework for the coherent language curriculum. In R. K., Johnson (Ed.), The Second Language Curriculum. Cambridge: Cambridge University Press, 133-152.

Henderson, J. and Hawthorne, R. D. (2000). Transformative curriculum leadership. Upper Saddle River, NJ: Merrill.

Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Sharkey, J. (2004). OK, But It’s Not Our Reality: ESOL Teachers’ Knowledge of Context in a Curriculum Development Program. Creating Teacher Community. Selected Papers from the Third International Conference on Language Teacher Education. Minnesota: Center for Advanced Research on Language Acquisition, 133-152.

ASOCOPI

10

The inclusive curriculum for the teaching of English as a foreign language was the focus of the 45th ASOCOPI Annual Conference that took place from October 14 to 17 in the city of Barranquilla, Colombia, and which witnessed the gathering of around 600 attendees mainly made up of pre-service and in-service teachers.

A glimpse at the seven plenary sessions would let us see some common concerns when thinking about an inclusive curriculum in ELT, which may be summarized as the need to guarantee, along the process of design and implementation of the curriculum, a constant interaction where all voices – especially those of the students – are properly heard so that there is a permanent and cooperative assessment of the way the curriculum is functioning.

The opening plenary by Professor Ana María F. Barcelos (Universidade Federal de Viçosa, Brasil) centred on how to make the most of language learning beliefs at the moment of not just conceiving an inclusive curriculum but also when

planning specific lessons. Professor Barcelos stressed the importance of collaboration, dynamism and belongingness to ensure diversity inside the classroom. Professor Thomas Gardner (invited by Richmond Publishing) claimed in his presentation that, more often than not, learners of English as a foreign language are not sufficiently prepared with the skills to be aware of the different accents in English. This may constitute a serious hindrance if teachers want their students to be conscious of cultural diversity in a globalized world. The third plenary session, by Professor Paula Golombek (University of Florida, USA), was a reflection on the applicability of the Vygotskian concept of Dynamic Assessment within the English classroom. Dynamic Assessment seems a more suitable choice for addressing the unique growing abilities and potential of each learner than the rigidity of standardized tests which fail to properly deal with the difficulties a learner may face at certain points. For Professor Ismael Garrido (State University of Puebla, Mexico, and sponsored by TESOL), student motivation is a key factor to enjoying a successful learning process and one of the sources for fostering motivation is for the teacher to take into account his/her students’ personal interests when planning lessons. The fifth plenary session was presented by Professor Aaron Rogers (invited by Pearson Longman), who made the audience aware of the “three C’s: Context, Collaboration and

Report on the 45th ASOCOPI Annual Conference

ASOCOPI

11

Construction” to explain three intermingled phases within the process of language learning. Thus, the inclusive curriculum must generate a series of learning necessities based on the local context of a given community and then pass on to create a set of common goals with the collaboration of the members of said community. The process will continue to the construction of knowledge that hopefully will go beyond the walls of the classroom to “give rise to a social constructivist learning environment.” Next, Professor Adriana González (Universidad de Antioquia, Colombia) reported on a research project developed by ASOCOPI for the National Ministry of Education about the characteristics and tendencies in the professional development programs that Colombian universities offered between 2005 and 2008. Professor González emphasized the importance of building effective channels of communication between research centres within the universities and language policy makers as to configure truly effective policies that ensure quality in English language teaching. Finally,

Professor Nora Basurto (Universidad Veracruzana, Mexico) offered the results of a study carried out at her university after a new curriculum was introduced in 2008 for the BA in English. The study took the point of view of the students and their difficulties in adapting to the new scheme. The findings show that there is a worrisome increase in the drop-out rate after the introduction of the curriculum, so the speaker proposed a series of suggestions that included listening to students’ voices as a way to address problems of conception in the curriculum. This talk ended with some implications for similar other contexts. As is traditional, the plenary speakers were divided into two groups to participate in two 60-minute panels in order to directly answer some of the queries from the audience.

In addition to the plenary sessions, there were 60 one-hour concurrent presentations performed by academics from around the country and abroad. Some of these presentations were given by pre-service students who are provided with this opportunity to share the work done on their thesis projects. The concurrent presentations included demonstrations, research reports, workshops and lectures on a wide range of topics in regard to ELT but under the same umbrella issue of the inclusive curriculum. The publishing companies that participated in the organization of the event also had the chance to showcase, in a series of commercial presentations, the most recent ELT materials.

The program also included the customary cultural events. One of them was a colourful sample of Barranquilla’s Carnival, which is acknowledged as a cultural heritage in Colombia. It was performed by the dance group from Universidad Simón Bolívar, the venue of the event. The audience also had time to visit this year’s Book Exhibit which was composed of the main publishing houses in the area of ELT in Colombia. As always, their support was valuable as regards the organization of the Conference.

The organizing committee of the 45th Annual Conference and the Board of Directors of ASOCOPI

Teacher Zoraida Jessie Hudson receives the Claire de Silva Award 2010 from Professor Melba Libia Cárdenas, witnessed by Professor Álvaro Quintero.

ASOCOPI

1�

express their gratitude to all those without whose time and effort the event would not have been the success that it was. A special acknowledgment goes to the staff at the venue of the event, Universidad Simón Bolívar, for their unwavering commitment and interest. We also thank the attendees and presenters that travelled from different corners in our country and from abroad to participate in this year’s version of the Conference. We only hope they have gone away with an enhanced understanding of their roles as main actors in the creation of more inclusive curricula for the teaching of English as a foreign language.

Read more about ASOCOPI at www.asocopi.org

Edwin Martínez, ASOCOPI Office Manager

Melba Libia Cárdenas B., Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia. ASOCOPI past President, Spokesperson

Next you will find the results of the Conference’s general evaluation done by the attendees:

1. Previous to the event (TA: Totally agree, A: Agree, D: Disagree, SD: Strongly disagree.)

• Complete Information about the event could be found in the website.

TA: 54 % A: 34 % D: 9 % SD: 3%

• I learned about the event timely. TA: 57 % A: 33 % D: 9 % SD: 1%

• The registration form was easy to find. TA: 77 % A: 20 % D: 3 %

• I was able to register without difficulties. TA: 78 % A: 16 % D: 6 %

• The Central Office in Bogotá responded to inquires promptly and efficiently.

TA: 67 % A: 26 % D: 6 % SD: 1 %

2. During the event (TA: Totally agree, A: Agree, D: Disagree, SD: Strongly disagree.)

• On site registration was fast and efficient. TA: 66 % A: 30 % D: 4 %

• Academic program contributed to my professional development.

TA: 45 % A: 49 % D: 6 %

• Cultural activities were interesting and fun. TA: 34 % A: 50 % D: 10 % SD: 6 %

• The overall program fulfilled my expectations. TA: 24 % A: 58 % D: 15 % SD: 3 %

• The schedule was convenient and presentations were punctual.

TA: 24 % A: 53 % D: 23 %

• General logistics met my expectations. TA: 30 % A: 53 % D: 16 % SD: 1%

• The book exhibit was well organized. TA: 34 % A: 54 % D: 6 % SD: 6 %

• Volunteers were effective in solving my problems.

TA: 47 % A: 44 % D: 9 %

Álvaro H. QuinteroPresident

Adriana GonzálezVice-President

Carmen Helena GuerreroTreasurer & Editor in Chief

Claudia NietoSecretary

Melba Libia CárdenasSpokesperson

Edwin MartínezOffice Assistant

Randall BarfieldReviewer

César Vivas ValderramaLayout and Design

ASOCOPI

13

In “¿Qué espera la sociedad colombiana de los profesores de lenguas extranjeras?”, Cortes, Hernández and Arteaga (2008) maintain that apart from being excellent users of the foreign language (FL), FL teachers should be analysts and researchers of both the FL and the mother tongue. They should be equipped with a general knowledge of educational philosophy, curriculum theory, teaching methods, learning approaches and ICTs.

Unfortunately, according to Shohamy (2006), most FL policies, educational reforms, and government regulations are imposed without consideration of the needs and wishes of those who are either affected by them or expected to carry them out. In this regard, González (2009) states that the spread of the ICELT (In-service certificate in English language teaching) and the TKT (Teaching knowledge test) in Colombia plays a clear role in the homogenization, “businessification” and inequality of EFL professional development. In 2007, she maintained that the professional development model proposed in “Colombia Bilingüe” was a representation of colonial, traditional, and central discourses in ELT that needed to be reshaped by the new, local, and peripheral knowledge constructed by Colombian ELT scholars and teachers.

There seems to be, then, a need for new forms of EFL teacher education programs (TEPs) that can respond not only to the expectations that Colombian society has of its EFL teachers but also to the interests of EFL student teachers (STs) and teacher educators (TEs). This paper proposes reflective teaching as a means to help FL STs and TEs move from simply implementing or transplanting imposed models or concepts to creating opportunities to generate

Reflective Teaching in EFL Teacher Education ProgramsBy: Yamith Fandiño, Universidad de La Salle

ASOCOPI

1�

knowledge from and in their own practices and realities. First of all, EFL teacher education will be interpreted as a long-term process planned to promote growth and development in six domains through different but complementary models. Next, some basic and practical approaches to reflective teaching will be presented as valid options for new and improved EFL university programs. Finally, some concluding remarks will be made in favor of infusing inquiry and advocating for communities of praxis in EFL TEPs.

EFL Teacher EducationVillegas-Reimers (2002) defines teacher education as a long-term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession. However, Richards (1998) claims that there is no consensus on what the essential conceptual foundations of EFL teacher education are. In an effort to determine appropriate curricular content and effective instructional processes, he proposes six domains as the core knowledge base of EFL TEPs: theories of teaching (theoretical bases both for the approach to teaching as well as the instructional practices), teaching skills (essential dimensions of the repertoire of any teacher), communication skills (competence in language proficiency and information exchange), subject matter knowledge (specialized disciplinary knowledge of FL teaching), pedagogical reasoning and decision making (complex cognitive and problem-solving skills underlying teaching practices) and contextual knowledge (information about educational and linguistic policies as well as familiarity with students, institutions, and programs). The development of these domains in EFL TEPs, contends Richards, can allow STs and TEs to understand the bases of their classroom realities and improve their educational experiences, which ultimately can bring about critical reflection and change.

The six domains of TEPs can be approached and developed through different proposals or models. Cárdenas (2009) argues for the models proposed by Wallace (1991) and Freeman (1991). On the one hand, Wallace identifies three models: the craft model based on the imitation of what experts do, the applied science model based on the practical application of the theories of scholars and the reflective model based on an ongoing construction and interpretation of knowledge and practice. Freeman, on the other hand, states that teacher education can opt for three proposals: teaching as doing (behavioristic development of skills), teaching as thinking and doing (cognitivistic use of what teachers know) and teaching as knowing what to do (interpretative decision making based on knowledge and reflection). Cárdenas maintains that the complementary use of all the models is necessary if EFL TEPs are to aid TEs and STs in undergoing interteaching, a movement towards effective, creative and self-sufficient practice from stages of dependence, information reception, and guidance (See Freeman, 1991).

It seems reasonable to assume that Colombian EFL TEPs should be committed to the promotion and implementation of the domains and models proposed by Wallace and Freeman. Unfortunately, most of them are still not appropriate spaces for negotiation, reflection, and innovation since, according to González and Sierra (2005), EFL TEPs are still based on models of training and education in which local realities and knowledge are displaced by colonial and instrumental perspectives. Besides, González and Sierra explain that not only are there financial restrictions in education that relegate the development of FL teachers to a lesser level but also there is a lack of opportunities to be part of the construction of the Colombian educational system. One possible way to transform this situation or, at least, alleviate it can be the systematic and careful implementation of reflective teaching in TEPs. The next section will elaborate on this suggestion.

ASOCOPI

1�

Reflective TeachingFarrell (1998) claims that the concept of reflective teaching is not clearly defined in TEPs. For instance, points out Farrell, whereas Richards (1990, p. 5) regards it as conscious recall and examination of a past experience as a basis for evaluation and decision-making and as a source for planning and action, Pennington (1992, p. 47) defines reflective teaching as deliberating on experience in such a way that reflection can be viewed as both the input for and the output of development. Despite this multiplicity of definitions, Farrell identifies five major approaches to the study of reflective teaching: technical rationality, reflection-in-action, reflection-on-action, reflection-for-action, and action research1 that in different ways help teachers improve their educational perspectives. To him, reflective teaching must: (1) free teachers from impulse and routine behavior; (2) allow them to act in a deliberate manner; and (3) enable them to construct their own particular theory out of their practice.

In a similar vein, Pickett (2004) maintains that reflective teaching compels STs and TEs to look at the reasons and theories behind their practices and forces them to examine factors such as beliefs and assumptions about learning, students’ needs, and the teachers’ relationship with the larger community. In looking at the process of reflection in teaching, Pickett claims that quite a lot of authors have discussed different, but complementary cycles, stages, and elements that facilitate active, persistent, and careful consideration of beliefs and/or practices in light of the grounds that support them and the further consequences to which they lead (See Canning, 1991). To Pickett, the cycles, stages, and elements must help STs and TEs discuss what they do, what their actions mean, how they came to be the way they are, how they might do things differently, and how they will put new information into practice. See table below.

Table 1. Cycles, stages, and elements of reflective teaching

Cycles in reflective teaching, Smith (1989)

Describing: It asks the question What do I do? and attempts to elicit a simple observational description of practice.Informing: It addresses the question What does this mean? and looks to uncover the principles of theories-in-use.Confronting: It forces us to go beyond the classroom and asks How did I become this way?Reconstructing: It gives the call to action with How might I do things differently?

Elements of reflective teaching, Sparks-Langer & Colton (1991)

The cognitive element describes how teachers process information and make decisions about subject-matter knowledge, pedagogical methods and educational purposes. The critical element focuses on the goals, values, and social implications that drive thinking.Teacher narrative refers to teachers’ interpretations of events as they occur within particular contexts.

Stages of reflective teaching, Bartlett (1990)

Mapping: It asks the question What do I do as a teacher? and emphasizes individual observations.Informing: It asks What did I intend? and focuses on the meaning of the teaching.Contesting: It asks How did I come to be this way and how was it possible for my present view to have emerged? and focuses on sharing ideas and thoughts with colleagues.Appraising: It asks How might I teach differently? and focuses on a search for alternative actions. Acting: It asks What and how shall I now teach? and focuses on acting out new ideas about teaching.

1 To Farrell (1998), technical rationality examines teaching behaviors and skills after an event, such as a class; reflection-in-action is concerned with thinking about what we are doing in the classroom while we are doing it; reflection-on-action deals with thinking back on what we have done to discover how our knowing-in-action may have contributed to an unexpected action; reflection-for-action is proactive in nature since reflection is undertaken to guide future action, and action research is self-reflective inquiry of craft-knowledge values of teaching that hold in place our habits when we are teaching.

ASOCOPI

1�

Following Smith, Bartlett, Sparks-Langer and Colton, EFL TEPs should establish and demand an observe-interpret-question-transform philosophy of education in their curricula. Such philosophy would ask STs and TEs to permanently, systematically, and rigorously characterize, explain, discuss, and innovate their practices, processes, experiences, and, ultimately, realities. In other words, EFL TEPs should have their members describe what they do, clarify the meaning of their decisions and actions, seek alternatives or possibilities, and implement changes or advances. Such reflective-based philosophy should not be regarded as a mere instrumental strategy or technique imposed on STs or TEs to

“improve their performance”, but as a conscious and deliberate stance offered to promote personal growth and professional development.

Undoubtedly, reflective teaching offers education a series of promising perspectives. But, how can an observe-interpret-question-transform philosophy of teacher education become implemented in EFL TEPs? Richards (1991), Gimenez (1999), and Farrel (2008) propose basic and practical ideas for STs and TEs to develop a deeper understanding of their classroom experiences, assess their professional growth, build informed decision-making skills, and become proactive and confident individuals. See table below.

Table 2. Suggestions for reflective teaching

Brookfield (1995)

The autobiographical lens (teaching journals, evaluations) helps teachers become aware of the paradigmatic assumptions and instinctive reasoning that frame how they work or act.The students’ lens (student journals, student focus groups or interview responses) reveals teaching behaviors that may need adjustment or that can be harnessed for greater impact.The peers’/colleagues’ lens (mentoring, seminar/workshop participation, peer review) highlights hidden habits in teaching practice and provides innovative solutions to teaching problems. The theoretical literature lens (articles, books, research groups) aids teachers in coming to understand the link between their teaching struggles and broader political and educational processes.

Farrel (2008)

Action research involves investigation of values and practices in order to improve instruction. Teaching journals help teachers become aware of their teaching styles and become better able to monitor their own practices. Teacher development groups can offer teachers the opportunity to focus and reflect collaboratively on content and methodologies.

Richards (1991)

Peer observation provides opportunities for collaborative reflection on teaching practices.Written accounts of experiences (self-reports, autobiographies, and journals) allow a regular assessment of what teachers do and experience in class. Recording lessons help teachers capture the moment to moment processes of teaching.

Gimenez (1999)

Participating in language learning experiences using written records to re-think issues teachers had forgotten about. Remembering past experiences through autobiographies to re-live previous experiences and identify factors important to them.Carrying out action research or exploratory research to gain a systematic understanding of what goes on in the language classroom.

ASOCOPI

1�

Based on Richards, Brookfield, Gimenez, and Farrel, EFL TEPs should have STs and TEs carry out reflective endeavors throughout all academic courses, course work, and content. Initially, literature, peers (classmates and colleagues) and settings can be used as starting points to identify challenging factors and issues affecting teaching and learning. Observations, written accounts, audio and video recordings, and development groups can, then, be used to notice, monitor, and understand underlying assumptions, repeated actions, and hidden agendas. Lastly, STs and TEs can do exploratory, interpretative, and critical research projects to transform educational practices and to generate pertinent knowledge. To sum up, reflective endeavors in TEPs should involve all their members, make use of different methods, and facilitate the construction of theory.

The suggestions proposed by the previous authors imply that EFL TEPs need to provide STs and TEs with the tools and opportunities to seek alternatives generated from and in their own practices and realities and to re-examine and re-interpret their assumptions about teaching, learning and teacher learning. In this regard, Sharkey (2009) maintains that TEPs need to infuse inquiry into all aspects of the curriculum. Sharkey understands inquiry2 as a stance that emphasizes teacher learning as a lifelong process of posing and pursuing questions pertinent to local contexts. By systematically inculcating inquiry, asserts Sharkey, TEPs can become communities of praxis:

“…a professional learning community, operating on principles of collaboration, inquiry and critical reflection committed to praxis as means of transforming educational practices and policies. A community of praxis enacts an inquiry as stance philosophy on a sustained basis, with fluid membership, and multiple opportunities and forms of participation.” (p. 142)

The main point being made here is that if EFL teacher education programs are to achieve and develop independence, creativity, critical reflection and change, STs and TEs need to have systematic opportunities and spaces to read, examine, and evaluate their practices, processes, and contexts through communal inquiry. Now, how exactly can EFL TEPs infuse reflection throughout the entire professional education component and support the necessary conditions for the creation and maintenance of a community of praxis? The next section elaborates on this issue.

Reflective Teacher Education Programs According to Vieira and Moreira (2008), despite the reform movements, teacher education still tends to tell teachers what and how to do things (technical instruction) rather than facilitating a thorough understanding of and a purposeful intervention in educational contexts (reflective inquiry). To them, this state of affairs raises constraints on reflectivity, authenticity, dialogical interaction, openness to innovation and autonomy. If STs and TEs are to become critical agents, claim Vieira and Moreira, they should become not only critical consumers and creative producers of knowledge, but also informed participants in the improvement of the educational situations they experience.

In this regard, Kagan (1992 as cited in Rideout & Koot, 2009) recommends four guidelines for TEPs to improve reflective abilities: procedural knowledge, self-reflection, knowledge of pupils, and cognitive dissonance. To Kagan, procedural knowledge should be emphasized over theoretical knowledge by promoting routines that help understand what works and why it works. Self-reflection, states Kagan, should be augmented since it opens opportunities to analyze beliefs, behaviors, and image of self.

2 To Sharkey, taking an inquiry stance means STs and TEs working within inquiry communities to generate local knowledge, envision and theorize their practice, and interpret and interrogate the theory and research of others.

ASOCOPI

1�

TEPs should allow for sufficient knowledge of pupils (their aptitudes, interests, and problems) through a combination of extended practicums and structured “research projects” that allow for analyses of classroom realities. Finally, cognitive dissonance needs to be amplified in TEPs so that pre- and in-service teachers can determine whether they need to change or adjust their understanding of teaching and learning. Such reflective-oriented guidelines, asserts Kagan, provide STs and TEs with a framework within which they can learn to respond thoughtfully to EFL challenges and experiences.

More recently, Korthagen, Loughran, and Russell (2006 as cited in Rideout & Koot, 2009) identify several principles of effective teacher education grounded in reflection: meaningful collaboration, supporting learning and teaching communities, the presence of cohort groups, and writing tasks and research. Firstly, meaningful collaboration among all involved parties is required to develop good practice that responds properly to the competing and conflicting demands of the classroom. Secondly, TEPs should build supportive learning and teaching communities that can facilitate close working relationships and ensure professional growth. Thirdly, Korthagen et al. maintain that the presence of cohort groups is a force within TEPs not only because they give a sense of public accountability, but also because they facilitate psychological and personal enablement. Fourthly, writing tasks and research to foster self-reflection are important because anecdotes and studies allow for a confrontation of preconceptions and being open to new views and understandings. According to Korthagen et al., when reflection-enhancing practices are prominent, TEPs are more likely to generate an educational community atmosphere where STs and TEs can learn and teach through interaction and cooperation.

In Colombia, González and Quinchía (2003) claim that EFL TEPs should have four main focuses to ensure professional growth: (1) knowledge of local realities, (2) command of the language, (3) broad experience in teaching EFL, and (4) experience in research. These focuses can help STs and TEs become sensitive to

the particular conditions of the sociocultural milieu in which the teaching and learning take place; achieve high levels of language proficiency; teach English in different settings and across different age groups and explore school environments and create knowledge in the discipline. González (2003) also states that TEPs should help STs and TEs develop their potential in three major domains: EFL teachers as workers able to participate in the decisions made at schools, EFL teachers as instructors equipped with new and effective teaching techniques to empower students, and EFL teachers as learners capable of constructing and participating in collaborative networks. More concretely, González (2007) proposes that EFL TEPs should be constructed with the following characteristics: (1) application of a post-method framework based on parameters of particularity, practicality, and possibility, and macrostrategies for language teaching; (2) practice of peripheral knowledge construction; (3) establishment of adequate communication with local scholars and policy makers; and (4) acceptance of counter-discourses and a critical theory of teacher education. By having these focuses, domains, and characteristics, EFL TEPs can search for new agendas for professional growth based on agreements emerging from reflecting on and examining everyday practices. Ultimately, they can be committed to the deconstruction of colonial practices and the construction of new local discourses that respond to the educational needs and interests of STs, TEs and formative agendas.

It seems reasonable to state that EFL TEPs must consider the making of reflective teaching an important part of their curriculum reforms. Observing, questioning, describing, taking notes, interpreting, reflecting, planning, acting, and writing are competences to be gradually included as a routine in the daily life of EFL STs and TEs. Ideally, through reflection, not only can EFL TEPs create advanced knowledge on the basis of practical experience, but also improve the context or conditions in which practice takes place. See diagram next page.

ASOCOPI

1�

ConclusionThe diversity of imposed FL policies, reforms, and regulations makes it difficult for STs and TEs not only to qualify their pedagogical practice and command over the language but also to develop strategies for critical reflection and change. Conceptualizing how this might be done can start by implementing reflective teaching so that pre- and in-service teachers can act in a deliberate manner and construct their own particular theories from their practice. Ultimately, reflective teaching can allow them to generate local knowledge, theorize their actions and interrogate the theory of others.

However, fostering teachers’ reflective process is, as Jerez (2008) maintains, a complex and prolonged

process since it requires critical thought and self-direction coupled with personal knowledge and self-awareness. Likewise, explains Jerez, there are other circumstances and constraints (beliefs, attitudes, established practices, organizational obstacles) that do not allow teachers to change from one day to the other. Despite the complexities that EFL TEPs may encounter along the way, adopting a reflective teaching philosophy, infusing systematic inquiry, and advocating for a community of praxis are necessary steps if EFL teacher education is to have a voice and force of its own.

Diagram 1. Reflective EFL TEPs

ASOCOPI

�0

ReferencesBartlett, L. (1990). Teacher development through reflective

teaching. In J. Richards & D. Nunan (Eds.), Second Language Teacher Education (pp. 202-214). Cambridge: Cambridge University Press.

Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass. Canning, C. (1991). What Teachers Say about Reflection. Educational Leadership, 48(6), 18-21. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199103_canning.pdf

Cárdenas, R. (2009). Tendencias globales y locales en la formación de docentes de lenguas extranjeras. ÍKALA: Revista de cultura y lenguaje, 14(22), 71-106. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2634/2121

Cortés, L., Hernández, J. and Arteaga, R. (2008). “¿Qué espera la sociedad colombiana de los profesores de lenguas extranjeras?”. Revista Electrónica Matices en Lenguas Extranjeras, 2, 19-32 Retrieved from http://www.revistamatices.unal.edu.co/pdfs/02Cortes.pdf

Farrell, T. (2008). Reflective practice in the professional development of teachers of adult English language learners. CAELA network brief [online]. Retrieved from http://www.cal.org/caelanetwork/resources/reflectivepractice.html

Farrell, T. (1998). Reflective teaching: Principles and practices. English Teaching Forum, 36(4). Retrieved from http://eca.state.gov/forum/vols/vol36/no4/p10.htm

Freeman, D. (1991). Three views to teachers’ knowledge. IATEFL Teacher Development Newsletter. December, 1-4.

Gimenez, T. (1999). Reflective teaching and teacher education contributions from teacher training. Linguagem & Ensino, 2(2), 129-143. Retrieved from http://rle.ucpel.tche.br/php/edicoes/v2n2/F_gimenez.pdf

González, A. (2009). On alternative and additional certifications in English language teaching: The case of Colombian EFL teachers’ professional development. ÍKALA: Revista de lenguaje y cultura, 14(22), 183-209. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2635/2122

González, A. (2007). Professional development of EFL teachers in Colombia: Between colonial and local practices. ÍKALA: Revista de lenguaje y cultura, 12(18), 309-332. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2722/2175

González, A. (2003). Who is educating EFL teachers: A qualitative study of in-service in Colombia. ÍKALA: Revista de lenguaje y cultura, 8(14), 153-172. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/3183/2947

Gónzalez, A. & Quinchía, D. (2003). Tomorrow’s EFL teacher educators. Colombian applied linguistics journal, 5, 86-104. Retrieved from http://calj.udistrital.edu.co/pdf_files/App_2003/Art5.pdf

González, A. & Sierra, N. (2005). The professional development of foreign language teacher educators: Another challenge for professional communities. ÍKALA: Revista de lenguaje y cultura, 10(16), 11-29. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/3049/2824

Jerez, S. (2008). Teachers’ attitudes towards reflective teaching: Evidences in a professional development program (PDP). PROFILE Issues in teachers’ professional development, 10, 91-111. Retrieved from http://www.scielo.org.co/pdf/prf/n10/n10a06.pdf

Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.

Korthagen, F., Loughran, J. & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and teacher education: An international journal of research and studies, 22(8), 1020-1041.

Pennington, M. (1992). Reflecting on teaching and learning: A development focus for the second language classroom. In J. Flowerdew, M. Brock, and S. Hsia (Eds.), Perspectives on Second Language Classroom Teacher Education. Kowloon: City Polytechnic of Hong Kong.

Pickett, A. (2004). Reflective teaching practices and academic skills instruction [online]. Retrieved from http://documents.cms.k12.nc.us/dsweb/Get/Document-9334/

ASOCOPI

�1

Richards, J. (1998). Beyond training. Cambridge: Cambridge University Press.

Richards, J. (1991). Towards reflective teaching. The teacher trainer: A practical journal for those who train, mentor, and educate TESOL teachers, 5(3), 4-8. Retrieved from http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf

Richards, J. (1990). Beyond training: Approaches to teacher education in language teaching. Language Teacher, 14(2), 3-8.

Rideout, G. & Koot, R. (2009). Reflective, humanistic, effective teacher education: Do principles supported in the deans’ accord make a difference in a program outcome? Canadian journal of education, 32(4), 927-956. Retrieved from www.csse.ca/CJE/Articles/FullText/CJE32-4/CJE32-4-RideoutKoot.pdf

Sharkey, J. (2009). Can we praxize second language teacher education? An invitation to join a collective, collaborative challenge. ÍKALA: Revista de lengua y de cultura, 14(22), 125-150. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2635/2122

Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. London and New York: Routledge.

Sparks-Langer, G. & Colton, A. (1991). Synthesis of Research on Teachers’ Reflective Thinking. Educational Leadership, 48(6), 37-44. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199103_sparks-langer.pdf

Smith, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of teacher education, 40(2), 2-9.

Vieira, I. & Moreira, M. A. (2008). Reflective teacher education towards learner autonomy: building a culture of possibility. In M. Raya & T. Lamb (Eds.), Pedagogy for Autonomy in Language Education: Theory, practice and teacher education (pp. 266-282). Dublin: Authentik.

Villegas-Reimers, E. (2002). Teacher Preparation, International Perspective. Encyclopedia of Education [online]. Retrieved from http://www.encyclopedia.com/doc/1G2-3403200613.html

Wallace, M. (1991). Training foreign language teachers. A Reflective Approach. Cambridge: CUP.

ELT DIRECTORY

Greenwich ELT - Grupo Editorial NormaAndrea Escobar Vilá Av. El Dorado No. 90 - 10. Bogotá Phone: (57 1) 410 63 55 Ext. 12860 Fax: (57 1) 410 63 55 Ext. 12844 www.greenwich-elt.com

Heinle Cengage LearningLuz Marina Rivero. ELT Manager - Andean Pact Carrera 7 No. 74 - 21. Bogotá. Pbx: (57 1) 2 12 33 40 clientes.pactoandino@cengage.com www.cengage.com

Pearson Longman ColombiaJavier Pinto, Gerente División ELT/School Cra 65 B # 13 – 62 Bogotá Phone: (57 1) 260 73 81 Call Free: 018000-971111 supportline@pearsoned.com www.greatcolombianteachers.com, www.pearsonlongman.com

Richmond – Grupo SantillanaMaria Vidalia Márquez – ELT Manager Calle 96 # 11 A - 61. Bogotá Phone: (57 1) 639 60 00 richmond@santillana.com.co www.richmond.com.co

The Anglo Publishing HouseJuan Carlos Gómez, Fitzroy Kennedy Calle 79 #. 14-36. Bogotá Phone: (57 1) 621 67 21, 616 06 75 Fax: (57 1) 621 66 64 info@anglopublishing.com, interbookshop@coldecon.net.co www.anglopublishing.com, www.mmpi.co.uk, www.expresspublishing.co.uk

ASOCOPI

��

We would like to share the information of international academic events where ASOCOPI has been present as an affiliate with the purpose of reaching out and fostering cooperation among the ELT associations of other countries and thereby improve our professional work and, consequently, the quality of English language teaching and learning in Colombia:

37th International MEXTESOL Convention and 10th Central American and Caribbean Convention held in Cancún, Quintana Roo, México, 4-7 november 2010. In this joint event, Melba Libia Cárdenas (as President 2008-2010) and Álvaro Quintero (as Treasurer 2008-2010) participated as individual lecturers and as presenters in panels with representatives of ELT associations of countries such as Belize, Costa Rica,

Interaction between ASOCOPI and international ELT associations

46th ASOCOPI Annual Conference “The Role of ELT Innovation and Research in Challenging Times” October 13-15, 2011

ASOCOPI is very pleased to invite the academic community to its 46th Annual Conference which will take place in the city of Bogotá from October 13 to 15, 2011. Registration for the event is open so please check the different options and take advantage of the discounts for early registration:

Cuba, Nicaragua, El Salvador, Guatemala, Honduras, Mexico, Panama, Puerto Rico, and Venezuela.

45th TESOL Annual Convention and Exhibition held in New Orleans, Louisiana, USA, 16-19 March, 2011. Alvaro Quintero (as President elect 2010-2012) served as a panelist in a colloquium of affiliate leaders of countries such as Brazil, Panamá, United States, Pakistan, North Korea, and Japan.

It is worth highlighting the fact that these massive events constituted opportunities to make connections with key people who can support us in serving Colombian English teachers, whether they are our associates or not, through our areas: HOW journal, Annual Conference, Newsletter, Regional workshops and lectures.

Registration fees for teachers(affiliation to ASOCOPI for one year included)Before May 31: Col $ 185.000Before July 31: Col $ 195.000Before August 31: Col $ 280.000Before September 30 (Last date): Col $ 330.000

Registration fees for Students(ID required) (Membership not included)Before July 31: Col $ 80.000Before August 31: Col $ 90.000Before September 30 (Last date):Col $ 100.000

You can find the registration form on our web page www.asocopi.org

Álvaro Quintero Polo, ASOCOPI President. Universidad Distrital Francisco José de Caldas.