36 results on '"Doris Correa"'
Search Results
2. Presentación
- Author
-
Doris Correa
- Subjects
escritura ,lingüística ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Published
- 2023
3. Discriminatory Practices against Non-Native English Speaker Teachers in Colombia's Language Centers: A Multimodal Study
- Author
-
Adriana Montoya and Doris Correa
- Abstract
This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers' websites, social media, and recruitment materials. Data were analyzed using content and multimodal discourse analysis. Findings unveiled that, in general, these language centers favor native English speaker teachers and discriminate against non-native English speaker teachers in multiple ways, as the former are privileged in job searches, are asked fewer hiring requirements, have more room for negotiation, earn higher salaries, and enjoy more perks.
- Published
- 2024
4. Critical Reading With Undergraduate EFL Students in Colombia: Gains and Challenges
- Author
-
Juan David Castaño-Roldán and Doris Correa
- Subjects
critical reading ,english as a foreign language ,english instruction ,reading comprehension ,undergraduate students ,Education ,Theory and practice of education ,LB5-3640 - Abstract
This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.
- Published
- 2021
- Full Text
- View/download PDF
5. Presentación
- Author
-
Doris Correa
- Subjects
Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Published
- 2022
6. Presentación
- Author
-
Doris Correa
- Subjects
NA ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Abstract
Este segundo número de 2021 es muy especial, ya que marca 25 años de trayectoria de nuestra revista Íkala. Dos y media décadas más tarde, la revista se perfila como una de las más consultadas en su área, tanto en Colombia como en el exterior, con más de 9 000 lectores en Colombia, 2 000 en España y 1 000 en Estados Unidos en el último año.
- Published
- 2021
7. Pre-Service EFL Teachers’ Responses to a Systemic Functional Linguistics Pedagogical Unit: An Experience in a Public University in Colombia
- Author
-
Yenny Chavarría and Doris Correa
- Subjects
EFL ,systemic functional linguistics ,pre-service teachers ,teacher education ,functional grammar ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Abstract
Acknowledging the need for pre-service teachers to learn about language structures, many teacher preparation programs have incorporated grammar courses into their curriculum. Recently, there has been a push from Systemic Functional Linguistic (SFL) scholars to switch to more functional views of grammar in these courses. Such a switch, scholars claim, can better prepare pre-service teachers (PST) for writing across the curriculum and for teaching writing to their prospective students. Despite the potential benefits, many efl teacher preparation programs are still cautious about providing instruction on SFL. This has created a gap in terms of how pre-service teachers would respond to this type of instruction. Considering this gap, scholars from a university in Medellín, Colombia implemented a three-month pedagogical unit within a grammar course, which intended to move pre-service teachers from traditional to functional views of grammar. As they did this, they conducted a case study which explored how psts responded to the implementation of this unit. Data analysis shows that psts’ responses do not always move in a straight line, that is, from resistance, to caution, to openness, but may very well vary depending on the sfl concept or premise that is being taught. The results suggest that English grammar courses offered in teacher preparation programs can have traditional grammar as a starting point and then move PSTs towards more functional and critical views. They also suggest the need to identify some strategies that could be used with PSTs who show either caution or resistance.
- Published
- 2020
- Full Text
- View/download PDF
8. Presentation
- Author
-
Doris Correa
- Subjects
ïkala ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Published
- 2020
9. Using SFL as a Tool for Analyzing Students’ Narratives
- Author
-
Doris Correa and Camilo Domínguez
- Subjects
EFL writing ,narratives ,narrative writing ,Systemic Functional Linguistics ,text analysis ,Education ,Theory and practice of education ,LB5-3640 ,English language ,PE1-3729 - Abstract
Traditionally, at universities, English as a foreign language instructors have used a series of approaches to teach students how to write academic texts in English from both teacher preparation and regular programs. In spite of this, students continue to have problems writing the academic texts required of them in the different courses. Concerned with this issue, a group of English as a Foreign Language writing instructors from a Teacher Education Program in Medellín engaged in the study of Systemic Functional Linguistics. The purpose of this article is to report the insights that one of these instructors gained once he began using these theories to analyze a narrative text produced by one of the students in his class.
- Published
- 2015
10. Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers
- Author
-
Doris Correa and Sandra Echeverri
- Subjects
Academic writing ,curriculum cycle ,English as a foreign language ,genre-based instruction ,systemic functional linguistics ,Education ,Theory and practice of education ,LB5-3640 ,English language ,PE1-3729 - Abstract
This article reports partial results of a qualitative study which explored the gains and challenges encountered by two groups of English as a foreign language pre-service teachers from a public university in Medellin, Colombia, in developing a situated view of academic writing through a systemic functional genre-based instructional unit. The unit was part of a written communications course and used an approach called the teaching-learning cycle. Results from the study suggest that one of the main gains was related to pre-service teachers’ emerging understanding of context, purpose, and audience. One of the main challenges concerned pre-service teachers’ difficulty with shifting their former views of grammar as a fixed system of rules.
- Published
- 2017
- Full Text
- View/download PDF
11. EL PROGRAMA NACIONAL DE BILINGÜISMO: UN ESTUDIO EXPLORATORIO EN EL DEPARTAMENTO DE ANTIOQUIA, COLOMBIA
- Author
-
Doris Correa, Jaime Usma, and Juan Carlos Montoya
- Subjects
Programa Nacional de Bilingüismo ,Políticas de lengua en Colombia ,Reformas educativas ,instrucción en inglés ,escuelas públicas ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Abstract
en este reporte de investigación se presentan los resultados obtenidos en un estudio exploratorio sobre la visión de algunos actores educativos con respecto a la forma en que el Programa Nacional de Bilingüismo se venía implementando en el Departamento de Antioquia, Colombia. Los resultados del estudio sugieren que si bien los participantes de este estudio no tenían mucha información con relación al programa, sí tenían mucho que decir con respecto a las acciones que el Gobierno había puesto en marcha para su implementación en Antioquia y sobre cómo lograr que estas pudieran contribuir de manera más efectiva y eficaz al desarrollo de los objetivos de la política.
- Published
- 2014
12. English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies
- Author
-
Doris Correa and Adriana González
- Subjects
bbilingualism, Colombia, English, ESL, EFL, language policy, primary education ,Education - Abstract
In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015-2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia.
- Published
- 2016
- Full Text
- View/download PDF
13. Developing Academic Literacy and Voice: Challenges Faced by A Mature ESL Student and Her Instructors
- Author
-
Doris Correa
- Subjects
ESL writing ,academic writing ,academic voice ,disciplinary writing ,Education ,Theory and practice of education ,LB5-3640 - Abstract
Drawing on critical, socio-cultural and sociolinguistic theories of writing, text and voice, this ethnographic study examines the challenges that a mature ESL student and her instructors in a university course on Spanish Language Media face as they co-construct a common understanding of academic literacy and voice in an undergraduate General Studies Program offered by a university in Western Massachusetts. Intertextual analysis of the data suggests that traditional product-based approaches to helping students develop academic literacy might not be very effective. However, to be able to take a different approach, such as the one suggested by genre scholars, both faculty teaching content subjects and writing tutors would need appropriate training.
- Published
- 2010
14. Exploring Academic Writing and Voice in ESL Writing
- Author
-
Doris Correa
- Subjects
métodos de escritura académica ,métodos de escritura preproceso ,métodos de escritura proceso ,métodos de escritura postproceso ,escritura en inglés como segunda lengua ,metodologías de escritura en inglés como segunda lengua ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Abstract
This literature review explores two basic questions: First, why have English as a Second Language (ESL)/English as a Foreign Language (EFL) academic writing courses not been able to significantly help ESL/EFL students meet the academic writing demands of their university courses? Second, how can ESL/EFL writing instructors better help these students succeed in their undergraduate courses? To respond to these questions, the author reviews how notions of academic writing, text, and voice have changed over time, and how these changes have influenced (ESL) and (EFL) writing approaches and methodologies. The author also presents some of the critiques that scholars have posed regarding each of these notions, approaches and methodologies, and draws some conclusions based on these critiques.
- Published
- 2009
15. Using SFL as a Tool for Analyzing Students’ Narratives
- Author
-
Doris Correa and Camilo Domínguez
- Subjects
EFL writing ,narratives ,narrative writing ,Systemic Functional Linguistics ,text analysis ,Education ,Theory and practice of education ,LB5-3640 ,English language ,PE1-3729 - Abstract
Traditionally, at universities, English as a foreign language instructors have used a series of approaches to teach students how to write academic texts in English from both teacher preparation and regular programs. In spite of this, students continue to have problems writing the academic texts required of them in the different courses. Concerned with this issue, a group of English as a Foreign Language writing instructors from a Teacher Education Program in Medellín engaged in the study of Systemic Functional Linguistics. The purpose of this article is to report the insights that one of these instructors gained once he began using these theories to analyze a narrative text produced by one of the students in his class.
- Published
- 2014
- Full Text
- View/download PDF
16. National Bilingual Program: An Exploratory Study in the Department of Antioquia, Colombia
- Author
-
Doris Correa, Jaime Usma, and Juan Carlos Montoya
- Subjects
National Bilingual Program ,language policy in Colombia ,education reforms ,English instruction ,public schools ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Abstract
this research report presents the results of an exploratory study conducted in the Department of Antioquia about the views that National Bilingual Program stakeholders' had of the program itself and of the way it was being implemented in this region. Results from this study suggest that even though stakeholders did not have much information about the program, they did have a lot to say about the actions that the government had taken up to that moment in their localities and of the changes that were required for the program to effectively achieve its objectives.
- Published
- 2014
17. From a Bureaucratic to a Critical-Sociocultural Model of Policymaking in Colombia
- Author
-
Doris Correa and Jaime Usma Wilches
- Subjects
Bilingual Colombia ,critical sociocultural model ,English language policy ,foreign language policy ,National Bilingual Program ,Education ,Theory and practice of education ,LB5-3640 ,English language ,PE1-3729 - Abstract
In the context of the National Bilingual Program 2004-2019, currently called “Program for Strengthening the Development of Competencies in a Foreign Language,” the Colombian government has implemented a series of actions to raise the level of English proficiency of teachers and students and insert the country into globalization processes. The purpose of this article, which is the result of a project conducted by the authors in Antioquia (Colombia) about the stakeholders’ views of the program, is to show how these actions fit a bureaucratic policymaking model which has been highly questioned by policy experts and to propose a new model which can be used to make deep changes in the program with the participation of all stakeholders.
- Published
- 2013
18. Improving Students' Learning by Involving Them in the Design of the Course
- Author
-
Doris Correa
- Subjects
cooperative learning ,teacher-student relationship ,problem-solving ,decision-making ,learners autonomy. ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Abstract
This collaborative learning experience narrates how a group of university students was involved in the design of their course and how they also took part in evaluating the results of this process. To do so, they had to reflect back upon the decisions made and discuss which actions had the best effects and why. How to reference this article: Correa, D. (1998) Improving students' learning by involving them in the design of the course. Íkala, Revista de Lenguaje y Cultura, 3(2). 33-46.
- Published
- 1998
19. Representations of foreign English teachers in Colombian newspapers: A critical discourse analysis
- Author
-
Doris Correa and Iván Flórez
- Subjects
Linguistics and Language ,Literature and Literary Theory ,Language and Linguistics - Published
- 2022
20. Beyond Financial Aid: Counseling Latina Students.
- Author
-
Capello, Doris Correa
- Abstract
Notes that Latina college students can be encouraged to negotiate the demand of college if their special needs are understood. Describes a counseling model used to develop a support group for Latina students at an urban college in the Northeast. Describes activities of group formed to address personal, cultural, and social issues that Latinas face while attending college. (Author/NB)
- Published
- 1994
21. Commodification of women’s breasts
- Author
-
Doris Correa and Elana Shohamy
- Subjects
050101 languages & linguistics ,Commodification ,business.industry ,media_common.quotation_subject ,05 social sciences ,06 humanities and the arts ,Consumption (sociology) ,Public relations ,Young age ,050903 gender studies ,Political science ,0501 psychology and cognitive sciences ,The Internet ,Ideology ,0509 other social sciences ,business ,Linguistic landscape ,media_common - Abstract
Cosmetic surgery has become a widespread phenomenon in the last decades, especially in Colombia where a large number of women undergo it every year. This surgical boom is reflected in several Linguistic Landscape resources including the internet, where a growing number of cosmetic surgery centers advertise their procedures. Particularly common among these procedures is breast augmentation, which many Colombian women have at a young age. This article reports on a study which drew on critical linguistic landscape and feminist theories to explore how local cosmetic surgery websites contribute to the commodification of women’s breasts, and its implications for users of these websites. Data collected for this study included text and images from 12 local websites advertising cosmetic surgery in Colombia, including breast augmentation. Data analysis showed that these websites contributed to the commodification of women’s bodies by using a series of ideological mechanisms. Implications for users of these public spaces include asking critical questions about these websites and becoming more socially active in their consumption.
- Published
- 2018
22. Réponses des enseignants stagiaires à une unité pédagogique basée sur la linguistique systémique-fonctionnelle dans une université publique en Colombie
- Author
-
Doris Correa and Yenny Chavarría García
- Subjects
Linguistics and Language ,Teacher education ,linguistique fonctionnelle systémique ,media_common.quotation_subject ,EFL ,English grammar ,Traditional grammar ,Foreign languages ,grammaire fonctionnelle ,Resistance (psychoanalysis) ,lingüística sistémico-funcional ,vocabularies.unesco.org/thesaurus/concept9331 [http] ,inglés como lengua extranjera ,Language and Linguistics ,Education ,Formación de docentes ,English language-Study and teaching-Foreign speakers ,formation des enseignants ,Mathematics education ,functional grammar ,Curriculum ,pre-service teachers ,media_common ,Grammar ,id.loc.gov/authorities/subjects/sh85043710 [http] ,gramática funcional ,systemic functional linguistics ,enseignants stagiaires ,preparación de docentes ,vocabularies.unesco.org/thesaurus/concept11607 [http] ,Systemic functional linguistics ,anglais langue étrangère ,Premise ,Lengua extranjera ,vocabularies.unesco.org/thesaurus/concept3937 [http] ,Psychology ,ILE ,Gramática ,docentes de inglés en formación - Abstract
Acknowledging the need for pre-service teachers to learn about language struc-tures, many teacher preparation programs have incorporated grammar courses into their curriculum. Recently, there has been a push from Systemic Functional Linguistic (sfl) scholars to switch to more functional views of grammar in these courses. Such a switch, scholars claim, can better prepare pre-service teachers (pst) for writing across the curriculum and for teaching writing to their prospective stu-dents. Despite the potential benefits, many efl teacher preparation programs are still cautious about providing instruction on sfl. This has created a gap in terms of how pre-service teachers would respond to this type of instruction. Consid-ering this gap, scholars from a university in Medellín, Colombia implemented a three-month pedagogical unit within a grammar course, which intended to move pre-service teachers from traditional to functional views of grammar. As they did this, they conducted a case study which explored how psts responded to the implementation of this unit. Data analysis shows that psts’ responses do not al-ways move in a straight line, that is, from resistance, to caution, to openness, but may very well vary depending on the sfl concept or premise that is being taught. The results suggest that English grammar courses offered in teacher preparation programs can have traditional grammar as a starting point and then move psts towards more functional and critical views. They also suggest the need to identify some strategies that could be used with psts who show either caution or resistance. RESUMEN: Ante la necesidad de que los docentes en formación aprendan sobre las estructuras del lenguaje, muchos programas de licenciatura han incorporado cursos de gramática en su plan de estudios. Recientemente, investigadores en el campo de la lingüística sistémico-funcional han propuesto avanzar a visiones más funcionales de la gramática en estos cursos. Tal cambio, afirman ellos, puede preparar mejor 98ÍkalaYennY ChavarríaY Doris CorreaMedellín, ColoMbia, Vol. 26 issue 1 (January-april, 2021), pp. 97-116, issn 0123-3432www.udea.edu.co/ikalaa los docentes en formación para la redacción de textos interdisciplinarios y para enseñar escritura a sus futuros estudiantes. A pesar de los posibles beneficios, aún hay reservas por parte de los programas de formadores de docentes de inglés como lengua extranjera en cuanto a la utilización de enfoques orientados por la lingüística sistémico-funcional. Esta reserva ha creado una brecha en términos de conocimiento sobre cómo los docentes en ejercicio responderían realmente a este tipo de instrucción. Teniendo en cuenta esta brecha, formadoras de docentes de inglés de una universidad en Medellín, Colombia, diseñaron una unidad pedagógica de tres meses, dentro de un curso de gramática, la cual tenía como objetivo llevar a los docentes de inglés en formación de una visión de la gramática tradicional a una más funcional. Mientras lo hacían, llevaron a cabo un estudio de caso el cual exploró cómo los docentes en preparación respondieron a esta unidad. El análisis de datos muestra que las respuestas de los maestros en formación no siempre pasan de la resistencia a la cautela y luego a la apertura, sino que varían, dependiendo del concepto o principio de la lsf que se esté enseñando. Los resultados sugieren que los cursos de gramática del inglés ofrecidos en los programas de preparación docente pueden tener perfectamente la gramática tradicional como punto de partida y llevar progresivamente a los estudiantes hacia puntos de vista más funcionales y críticos. También indican la necesidad de identificar algunas estrategias para aplicar frente a reacciones de cautela o resistencia por parte de los estudiantes RÉSUMÉ: Reconnaissant le besoin des futurs enseignants d’apprendre des structures de la langue, plusieurs programmes de formation à l’enseignement ont intégré des cours de grammaire dans leur cursus. Depuis quelque temps, des chercheurs en Linguistique Systémique Fonctionnelle prônent le changement à une vue plus fonctionnelle de la grammaire dans ces cours. D’après ces chercheurs, ce changement peut mieux préparer les futurs enseignants à développer des pratiques d’écriture transdisciplinaires et à enseigner l’écriture à leurs futurs élèves. Malgré les bénéfices potentiels, ce changement ne s’est pas encore produit dans beaucoup de contextes. Cette réticence a créé chez les enseignants un vide quant à pouvoir assumer ce type d’enseignement en pratique des approches informées par la Linguistique Systémique Fonctionnelle a créé une méconnaissance quant à la compréhension de la manière dont les futurs enseignants répondraient à ce type d’enseignement. Considérant ce vide/ cette méconnaissance, des chercheuses sur la formation de professeurs d ́anglais d ́une université de Medellin, Colombie, ont mis en place pendant trois mois une unité pédagogique ayant pour but d ́encourager les futurs professeurs d ́anglais de dépasser leur vue traditionnelle de la grammaire au profit d ́une orientation fonctionnelle. Elles ont alors conduit une étude de cas analysant la réponse des futurs enseignants à cette unité. L’analyse des données indique que la plupart de ces futurs enseignants d’anglais se sont montrés ouverts, quelques-uns ont manifesté des réactions variables, alors que quelques autres ont réagi avec un refus catégorique. Les résultats indiquent que les cours de grammaire offerts aux futurs enseignants peuvent sans doute avoir les approches traditionnelles à la grammaire comme un point de départ et ensuite mettre en pratique des approches plus fonctionnelles et critiques. Ils révèlent aussi qu’il est important d’identifier des stratégies à utiliser avec ces professeurs en formation qui se montrent réservés ou réticents.
- Published
- 2021
23. Recruiting Hispanic foster parents: Issues of culture, language, and social policy
- Author
-
Capello, Doris Correa
- Subjects
United States -- Demographic aspects ,Hispanic American children -- Forecasts and trends ,Foster children -- Forecasts and trends ,Foster parents -- Social aspects ,Market trend/market analysis ,Family and marriage ,Sociology and social work - Abstract
The number of Hispanic children in the United States entering foster care far outnumbers Hispanic families required to take care of them. The cultural and organizational hurdles that lie in the way of recruiting Hispanic foster families are discussed and the importance of taking ethnic characteristics into account for the successful recruitment and retention of appropriate foster families is emphasized.
- Published
- 2006
24. Using SFL as a Tool for Analyzing Students’ Narratives
- Author
-
Camilo Domínguez and Doris Correa
- Subjects
Escritura narrativa ,Vocabulary ,media_common.quotation_subject ,Discourse analysis ,Narrative writing ,lcsh:LB5-3640 ,narratives ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Theoretical linguistics ,Lingüística sistémica funcional ,Narrative ,Narratives ,Narrativas ,Systemic functional linguistics ,media_common ,Escritura en inglés como lengua extranjera ,lcsh:English language ,Grammar ,Text analysis ,text analysis ,narrative writing ,Systemic Functional Linguistics ,Teacher education ,EFL writing ,Análisis de textos ,lcsh:Theory and practice of education ,Content analysis ,lcsh:PE1-3729 ,lcsh:L ,Psychology ,lcsh:Education - Abstract
RESUMEN: Tradicionalmente, en las universidades los instructores de inglés como lenguaje extranjera han usado una serie de metodologías para enseñar a sus estudiantes, tanto a los que se están preparando para ser profesores como para los que no, cómo escribir textos académicos en inglés. No obstante, los estudiantes continúan presentando problemas al escribir textos académicos para sus clases. Preocupados con esta situación, varios instructores de un programa de educación de docentes de lenguas extranjeras en Medellín iniciaron el estudio de la lingüística sistémica funcional. El propósito de este artículo es presentar los aprendizajes que un miembro de este grupo obtuvo cuando empezó a usar estas teorías para analizar el texto narrativo producido por una de sus estudiantes. ABSTRATC: Traditionally, at universities, English as a foreign language instructors have used a series of approaches to teach students how to write academic texts in English from both teacher preparation and regular programs. In spite of this, students continue to have problems writing the academic texts required of them in the different courses. Concerned with this issue, a group of English as a Foreign Language writing instructors from a Teacher Education Program in Medellín engaged in the study of Systemic Functional Linguistics. The purpose of this article is to report the insights that one of these instructors gained once he began using these theories to analyze a narrative text produced by one of the students in his class.
- Published
- 2014
25. English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies
- Author
-
Adriana González and Doris Correa
- Subjects
Bilingualism ,Foreign language ,Primary education ,Public policy ,Colombia ,Education ,Política lingüística ,Inglés como lengua extranjera (ILE) ,bbilingualism, Colombia, English, ESL, EFL, language policy, primary education ,Political science ,Pedagogy ,Educación primaria ,Language policy ,060201 languages & linguistics ,Government ,business.industry ,Bilingual education ,Bilingüismo ,05 social sciences ,050301 education ,English as a foreign language (EFL) ,06 humanities and the arts ,National language ,Public relations ,0602 languages and literature ,Program Design Language ,business ,lcsh:L ,0503 education ,lcsh:Education - Abstract
RESUMEN: En un esfuerzo por volverse más competitivos en el mercado global, Colombia, como muchos otros países de América Latina, ha decretado que todas las escuelas y universidades del país impartan instrucción en inglés como lengua extranjera. Para apoyar esta medida, en los últimos 16 años, el gobierno, a través del Ministerio de Educación Nacional ha lanzado una serie de programas tales como el Programa Nacional de Bilingüismo 2004-2019, el Programa de Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras, el Programa Nacional de Inglés: Colombia Very Well 2015-2025, y más recientemente Colombia Bilingüe 2014-2018. Los resultados de algunos estudios llevados a cabo por investigadores locales en varios puntos del país sugieren que esta apuesta nacional ha traído consigo una serie de retos para los docentes de primaria, los cuales no han podido ser solucionados por estos programas. Estos retos pueden ser divididos en dos categorías: profesionales y de trabajo. Este artículo tiene un doble propósito: El primero, es hacer una revisión crítica de los cuatro programas que el gobierno ha lanzado desde 2004. El segundo, es presentar algunas conclusiones y recomendaciones para el diseño y la implementación de políticas lingüísticas educativas en Colombia. ABSTRATC: In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015-2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia.
- Published
- 2016
26. Recruiting Hispanic Foster Parents: Issues of Culture, Language, and Social Policy
- Author
-
Doris Correa Capello
- Subjects
Cultural identity ,05 social sciences ,Ethnic group ,050109 social psychology ,Gender studies ,Racial group ,Foster care ,0501 psychology and cognitive sciences ,Program development ,Sociology ,Social psychology ,Social Sciences (miscellaneous) ,Foster parents ,050104 developmental & child psychology ,Social policy - Abstract
Hispanics are one of the fastest growing ethnic/racial groups in the United States. The number of Hispanic children entering foster care is greater than the number of licensed families who share their language and cultural identity. This paper addresses issues of culture, language, and social policy which must be considered when recruiting Hispanic foster parents.
- Published
- 2006
27. Promoting Latino Child and Family Welfare: Strategies for Strengthening the Child Welfare System
- Author
-
Doris Correa Capello and Ruth E. Zambrana
- Subjects
Economic growth ,Family welfare ,Sociology and Political Science ,Welfare system ,Public economics ,Developmental and Educational Psychology ,Economics ,Education - Published
- 2003
28. Beyond Financial Aid: Counseling Latina Students
- Author
-
Doris Correa Capello
- Subjects
Cultural Studies ,Higher education ,business.industry ,medicine.medical_treatment ,media_common.quotation_subject ,Special needs ,Support group ,Negotiation ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Sociology ,business ,GeneralLiterature_REFERENCE(e.g.,dictionaries,encyclopedias,glossaries) ,Applied Psychology ,media_common - Abstract
Latina college students can be encouraged to negotiate the demands of college if their special needs are understood. This article describes a counseling model used to develop a support group for Latina students at an urban college in the Northeast.
- Published
- 1994
29. Desarrollo del discurso académico y la voz: retos de una estudiante de inglés como segunda lengua y sus profesores
- Author
-
DORIS CORREA
- Subjects
Escritura académica ,Escritura en inglés como segunda lengua ,academic writing ,Voz académica ,Applied Linguistics ,lcsh:LB5-3640 ,lcsh:Theory and practice of education ,ESL ,disciplinary writing ,ComputingMilieux_COMPUTERSANDEDUCATION ,academic voice ,lcsh:L ,ESL writing ,lcsh:Education - Abstract
Drawing on critical, socio-cultural and sociolinguistic theories of writing, text and voice, this ethnographic study examines the challenges that a mature ESL student and her instructors in a university course on Spanish Language Media face as they co-construct a common understanding of academic literacy and voice in an undergraduate General Studies Program offered by a university in Western Massachusetts. Intertextual analysis of the data suggests that traditional product-based approaches to helping students develop academic literacy might not be very effective. However, to be able to take a different approach, such as the one suggested by genre scholars, both faculty teaching content subjects and writing tutors would need appropriate training. Key words: ESL writing, academic writing, academic voice, disciplinary writing Con base en teorías críticas, socioculturales y sociolingüísticas sobre escritura académica, texto y voz, este estudio etnográfico explora los retos que enfrentan una estudiante hablante de inglés como segunda lengua y sus profesores de un curso de Medios de Comunicación en Lengua Española al construir conjuntamente los conceptos de literacias académicas y de voz en un curso de pregrado en estudios generales ofrecido por una universidad en Massachusetts. El análisis intertextual de los datos recogidos muestra que algunos métodos tradicionales dirigidos a la elaboración de productos pueden resultar poco efectivos para apoyar el desarrollo de la escritura académica. Sin embargo, se concluye que para usar metodologías más efectivas, como las propuestas por las teorías de género, es indispensable que tanto los profesores de las diferentes materias como los tutores reciban el entrenamiento adecuado. Palabras clave: escritura de inglés como segunda lengua, escritura académica, voz académica, escritura disciplinaria
- Published
- 2010
30. Beyond Financial Aid: Counseling Latina Students
- Author
-
Capello, Doris Correa, primary
- Published
- 1994
- Full Text
- View/download PDF
31. Exploring Academic Writing and Voice in ESL Writing
- Author
-
DORIS CORREA
- Subjects
Post-process methodologies ,French literature - Italian literature - Spanish literature - Portuguese literature ,Academic writing ,Escritura académica ,Métodos de escritura postproceso ,Escritura en inglés como segunda lengua ,escritura en inglés como segunda lengua ,P1-1091 ,métodos de escritura postproceso ,metodologías de escritura en inglés como segunda lengua ,métodos de escritura preproceso ,ComputingMilieux_COMPUTERSANDEDUCATION ,métodos de escritura académica ,PQ1-3999 ,métodos de escritura proceso ,Philology. Linguistics ,ESL writing ,Pre-process methodologies ,Métodos de escritura preproceso - Abstract
RESUMEN: Este artículo responde básicamente dos preguntas: 1) ¿Por qué los cursos de escritura académica no han podido ayudar, de manera significativa, a los estudiantes de inglés como segunda lengua (ESL) y como lengua extranjera (EFL), a cumplir las demandas de escritura de los cursos que deben tomar como parte de su plan de estudios de pregrado? 2) ¿Cómo pueden los profesores de ESL y EFL ayudar a estos estudiantes a tener éxito en tales cursos?. Para responder a estas preguntas, la autora hace una revisión de los cambios que, a través del tiempo, han tenido nociones como escritura académica, texto y voz, y cómo ellos han influido en los métodos de enseñanza de ESL y EFL. La autora también presenta algunas críticas que los expertos en el área han formulado con respecto a cada una de estas nociones y metodologías, y saca algunas conclusiones, basada en estas críticas. ABSTRACT: This literature review explores two basic questions: First, why have English as a Second Language (ESL)/English as a Foreign Language (EFL) academic writing courses not been able to significantly help ESL/EFL students meet the academic writing demands of their university courses? Second, how can ESL/EFL writing instructors better help these students succeed in their undergraduate courses? To respond to these questions, the author reviews how notions of academic writing, text, and voice have changed over time, and how these changes have influenced (ESL) and (EFL) writing approaches and methodologies. The author also presents some of the critiques that scholars have posed regarding each of these notions, approaches and methodologies, and draws some conclusions based on these critiques.
32. Book Reviews: The Puerto Rican Woman: Perspectives on Culture, History, and Society. Edited by Edna Acosta Belen. New York: Praeger Publishers, 1986, 212 pp., $13.95, paperback; $35.95, hardcover
- Author
-
Capello, Doris Correa, primary
- Published
- 1987
- Full Text
- View/download PDF
33. Book Reviews: The Puerto Rican Woman: Perspectives on Culture, History, and Society. Edited by Edna Acosta Belen. New York: Praeger Publishers, 1986, 212 pp., $13.95, paperback; $35.95, hardcover
- Author
-
Doris Correa Capello
- Subjects
Gender Studies ,History ,Anthropology ,Media studies ,Puerto rican ,Social Sciences (miscellaneous) - Published
- 1987
34. Presentation
- Author
-
Dra. Doris Correa
- Subjects
NA ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Published
- 2020
35. The Puerto Rican Woman: Perspectives on Culture, History, and Society (Book).
- Author
-
Capello, Doris Correa
- Subjects
- *
PUERTO Rican women , *NONFICTION - Abstract
Reviews the book "The Puerto Rican Woman: Perspectives on Culture, History, and Society," edited by Edna Acosta Belen.
- Published
- 1987
- Full Text
- View/download PDF
36. Presentación
- Author
-
Dra. Doris Correa
- Subjects
NA ,Philology. Linguistics ,P1-1091 ,French literature - Italian literature - Spanish literature - Portuguese literature ,PQ1-3999 - Published
- 2019
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