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Portada Paving the way for Flipped Learning Mesa de trabajo 1

PRE-SERVICE LANGUAGE TEACHERS’ PERCEPTIONS TOWARDS SELF-REGULATED LEARNING: PAVING THE WAY FOR FLIPPED LEARNING

Carolina Rodríguez Buitrago, Clara Isabel Onatra Chavarro and Sandra Marina Palencia González

This paper reports on a preliminary study carried out in a private University and a private college in Bogotá within the language and bilingual education programs. The target population is twenty-five pre-service teachers majoring in languages, who are taking Language Didactics classes in fourth and seventh semesters. The study sought to learn about pre-service teachers’ perceptions regarding self-regulation in preparation for a flipped learning implementation.

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AUTHENTIC VIDEO MATERIALS, A TOOL FOR VOCABULARY LEARNING AND GLOBAL CITIZENSHIP SKILLS REFLECTION

Jasmin Alfonso Vargas and Paola Ximena Romero Molina

Research in the EFL classroom has constantly highlighted the value of authentic materials to teach English because they help learners integrate various aspects of language learning and provide exposure to real-life language. However, authentic materials are not yet used as desirable at the college level, nor does a pedagogical model about how to use them in the classroom exist. Thus, an action research study was carried out to analyze how using authentic video materials helped low-intermediate and intermediate level students develop their communicative competence concerning vocabulary gains.

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PORTADA Authentic Video Materials a Tool for Vocabulary


 

PORTADA FILLING THE EMPATHY DEFICIT

 

FILLING THE EMPATHY DEFICIT

Mary Anne Mc Danel de García

 

This document is dedicated to the incredible teachers, counselors, teachers in formation, and students who shared their experience and their concerns and made this study possible. They are examples of teachers who have touched the lives of thousands of children, many of whom were suffering from adverse situations. The children and the parents who benefited from their heartfelt empathy and selfless attention will always be grateful. It is an honor to have worked with them.

 

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DECONSTRUCTING AND CRITIQUING INTERCULTURALITY THROUGH FILM WITHIN A BILINGUAL EDUCATION PROGRAM IN BOGOTÁ, COLOMBIA

Cristine Khan and Carlo Granados-Beltrán

Popular culture stimulates the consumption of certain perspectives about global contexts. In many English as a Foreign Language (EFL) classes, educators incorporate music, movies, or TV shows to provide students with material from Anglophone cultures that also emphasize certain cultural aspects; however, many times there is a lack of critical media literacy in using such materials, which reinforces stereotypes and essentializes ideas about certain cultures.

 

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PORTADA INTERCULTURALITY AND FILM


 

PORTADA THE REST OF THE SCHOOL

 

THE REST OF THE SCHOOL

Mary Anne Mc Danel de García

This document is the first working paper corresponding to a series called The Rest of the School and is focused on a simplified look at the significance of the School Mission, Climate, Culture and Leadership, and their importance for beginning teachers.

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THE REST OF THE SCHOOL
The Group Director and Educating for Peace

Mary Anne Mc Danel de García

Most teachers will eventually be assigned as group director (form tutor) for a group of
students and will be responsible for monitoring their academic progress and their personal
and social development of responsibility, leadership, cooperation, self-direction, and social,
physical, emotional and creative values for success as positive members of society.

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PORTADA THE REST OF THE SCHOOL 2


 

PORTADA THE INCLUSION OF HISTORY IN THREE BILINGUAL PROGRAMS IN COLOMBIA

THE INCLUSION OF HISTORY IN THREE BILINGUAL PROGRAMS IN COLOMBIA

Julio Bernal

This research sought to analyze the way in which history has been taught in three bilingual undergraduate
education programs in Colombia between 2013 and 2018. The objective was to discern the methodology of
teaching history. The proposal helped to promote discussion about the methodology that has been used in the
teaching of history within three bilingual undergraduate programs in Colombia during the last five years.

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