núm. 7 (2014)

Identity hasmultiple definitions and is related to many fields and theoreticians. It iscommonly believed that each person possesses one single and personal identity, but several perspectives have proposedmultiple dimensions for it. This article presents some dimensions about what the termidentity involves fromthe socio-political, sociological, humanistic, social and poststructuralist perspectives. Despite identity is displayed by people, is perceivable, transmittable, influenced by many factors, defining identity can get anywhere depending on the path to follow. The only certainty is that motivation, desires, preferences, ideology, words, tones, interjections, and clothing are issues related to identity.

This paper is a theoretical discussion focused on post method characteristics and parameters proposed by Kumaravadivelu (1994, 2001, 2003, 2006). Based on these considerations, the paper discusses someadvantages and shortcomings by applying the post method pedagogy. The reflective paper concludes that postmethod pedagogy is an interesting alternative to teach, but it implies a challenge for teachers since theyneed to take responsibility of their own professional development and their role as reflective and active teachers

This papers reflects upon the influenceof globalisation has had on the measurement of educational quality in Colombia. For such purpose, Kluckhohn and Strodtbeck’s value orientation theory (1961), updated in Jandt(2010), likewise, the concepts of McDonaldisation and americanisation are explained as well as their relation with the current values ofWestern societies, including the Colombian one. Then, an account of recent studies about educational quality is presented, to finish with a description of some of the skills the author considers important for the current teacher.

This paper aims at presenting the preliminary results of a research study that foregrounds the importance of taking into account the learners’ voices. This research shows the students’ experiences of a public universitywhen they are learning French for specific purposes, compared to their previous contact withEnglish as a foreign language. It presents a broader vision of what it means to study EFL and FFL in a public university. This papergives voice to the students themselves in order to go beyond the language itself. It also provides a reflection upon our language education practices in Boyacá. The studyrevolves around the research question:What

This article shares a pedagogical experience that attempted to foster reflective and interactive activities in our English lessons development. Besides, it describes some of the resources that learners used to express their ideas critically. From our research experience, it was evidenced that teachers focusedmainly in achieving students’ linguistic development. The main discussion of this study refers to the necessity of implementing new perspectives of teaching where language is taken as a social practice to foster reflective thinking through our pedagogical practices. Therefore, we as teachers should generate a confidentenvironment in order to promote students’ reflection and interaction in a spontaneous way. Those learning opportunities are

The aim of this study was to explore the perceptions of a group of pre-service teachers towards bilingualism and its role in their teaching practices. The participants came from two public universities whoparticipated in a set of focus groups. Their responses were validated with theoretical elements. In order to gain deeper understanding of data gathered the Grounded Theory methodology was used in the analysis of it. Findings evidence that the participants’ perceptions of bilingualism let them conceive themselves as having a twofold role in their future practices. This is sustained in two subcategories, the first: To be a bilingual master and the second: To be a bicultural reader.

Este artículo discute el proceso continuo de reflexividad del autor sobre las nuevas formas de describir al inglés en las ecologías del lenguaje actuales. Específicamente, el autor cuestiona si los binarios tradicionales como segunda lengua/lengua extranjera o hablantes nativos/no nativos siguen siendo viables. Por lo tanto, el autor propone una visión revisada de segundas lenguas que reconozca cómo la mediación tecnológica abre nuevos espacios para la creatividad y la apropiación en el uso de la lengua. Este artículo también incita una visión del inglés (y las segundas lenguas) que se intersecte con la tecnología y las literacidades digitales como herramienta para el acceso y la inclusión social. La combinación del inglés y estas nuevas tecnologías, si se concibe cuidadosamente, puede proveer los primeros pasos hacia sociedades más equitativas. Finalmente, el artículo presenta unas implicaciones iniciales para la pedagogía, las prácticas en literacidad y la investigación en sus apartes finales.

This study aims at exploring and analyzing howthree seventh graders atNormal School in Chiquinquirá Boyacá perceive the use of language learning strategies. The Activities applied to this group were focused on grammar, speaking, vocabulary and listening based on theories about memory strategies in charge of creating mental linkages, Cognitive strategies like analyzing,Affective strategies related to feelings students have towards language learning and Social strategies that facilitate interaction (Liu, 2010). Datawas collected through interviews, observation and a survey, the findings showed that students had a preference for the activities that involved visual aids and group work, as well as the common use of thememory strategies, especiallywhen they were evaluated.

Critical literacy is a concept that has gained a substantial meaning in literacy fields. It offers a rich field to explore since it goes beyond the simple perception of ability or a skill. In that sense, this paper aims to present the results of a research study based on identifying and describing how critical literacy skills emerged as students of the course in Literature and Culture of Englishspeaking countries, reflected, questionedand inquired on culture and identity issues that are involved in different literary texts. As conclusion, it was possible to establish thatDialectical notebooks or double entry journals are useful to guide students intomore reflective and analytical reading processes where they are able to confront their own realities with the texts they read.

This paper presents, the process followed in a case study research carried out at a private school in Tunja, with the tenth grade students. Podcasts were used as a tool to refine the listening and speaking skills, where the students evidenced some difficulties at the time of understanding speeches and conversations in class, and trying to talk about different themes. This research was based on some surveys and interviews to get the students’ responses that showed that despite of attending to a private institution where its core subject was English, they did not feel confident and expressed the lack of tools to develop these skills. Through the podcasts, learners approached to the development of these skills, because of the likingthey had for technology, and also because the activities, exercises, workshops and even tests were designed and adapted bearing inmind their likes, interests and needs.