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Chile has received massive waves of immigration in a relatively short time, notably from Haiti. T... more Chile has received massive waves of immigration in a relatively short time, notably from Haiti. These migratory movements have highlighted the lack of preparation of Chilean public schools to incorporate young people from Haiti, or other non-Spanish-speaking students, into the educational system. The creation of public policies to address the teaching of Spanish as an additional language in school would help these adolescents achieve a higher level of academic and socio-cultural integration; however, there is resistance among teachers, administrators, and education scholars on this point. In this article, we aim to show how these resistances stem from a lack of consideration regarding what the teaching and learning of an additional language truly implies.
Pese a la urgencia del desarrollo del pensamiento crítico en un contexto mediado digitalmente e i... more Pese a la urgencia del desarrollo del pensamiento crítico en un contexto mediado digitalmente e inundado de noticias falsas, los resultados de este constructo son bajos a escala internacional. Esta investigación busca aportar en esta área a partir del diseño y pilotaje de una app cuyo objetivo es desarrollar el pensamiento crítico en estudiantes de primer ciclo de universidad. Se muestra el proceso de diseño y pilotaje, así como los resultados de uso en un curso de estudiantes de primer año de universidad. Los datos se analizaron cuantitativa y cualitativamente mediante un software de análisis de corpus, el sistema de ideación del lenguaje y una rúbrica de evaluación de textos. Los datos sugieren que la app puede contribuir al desarrollo del pensamiento crítico a través de la modelación de esta habilidad. Se destacan aspectos positivos en la producción de textos argumentativos mediados por la app, junto con sugerencias de mejora.
This piece discusses the school situation of non-Spanish-speaking Haitian immigrants in the Chile... more This piece discusses the school situation of non-Spanish-speaking Haitian immigrants in the Chilean education system. Four dimensions associated with the school trajectories of Haitian immigrants in Chilean schools are explored: (a) the general situation of the Haitian community in Chile; (b) the primary and secondary school Spanish Language and Literature curriculum and the teaching of Spanish as an additional language; (c) Initial Teacher Training (FID) and the inclusion of Spanish as a foreign language in curricular matrixes; (d) the systems of evaluation of the performance and organization of schools and their considerations with respect to non-Spanishspeaking immigrant students. We conclude with the need to develop and implement policies for the inclusion of Haitian immigrants that consider the school curriculum, initial teacher training, and quality evaluation systems of the Chilean school system, in order to make Chilean schools spaces of support and inclusion for all the inhabitants of Chile.
This paper describes a study exploring in-service (IS) and pre-service (PS) teachers' language id... more This paper describes a study exploring in-service (IS) and pre-service (PS) teachers' language ideologies about non-Spanish-speaking students' multilingualism in Chilean classrooms. A survey was answered by 69 IS teachers and 34 PS teachers in the Chilean school system. Both groups were asked about two dimensions: (a) teachers' knowledge and training in L2 pedagogies and their ideologies about students' L1 and multilingualism; and (b) immigrant students' access and integration into Chilean schools. We focus on dimension (a); the results indicate that the teachers from the IS and PS groups do not consider that students' L1 is an impediment to the acquisition of the target language. They declare that the preservation of the L1 boosts non-Spanish-speaking students' self-esteem and can help them to acquire new linguistic knowledge. However, the results show a lack of consistent strategies to approach multilingual classes. These results are discussed in the light of the need to train teachers of all disciplines in multilingualism and the demand for public policies to teach Spanish as an additional language in Chilean schools.
This piece discusses the school situation of non-Spanish-speaking
Haitian immigrants in the Chile... more This piece discusses the school situation of non-Spanish-speaking Haitian immigrants in the Chilean education system. Four dimensions associated with the school trajectories of Haitian immigrants in Chilean schools are explored: (a) the general situation of the Haitian community in Chile; (b) the primary and secondary school Spanish Language and Literature curriculum and the teaching of Spanish as an additional language; (c) Initial Teacher Training (FID) and the inclusion of Spanish as a foreign language in curricular matrixes; (d) the systems of evaluation of the performance and organization of schools and their considerations with respect to non-Spanishspeaking immigrant students. We conclude with the need to develop and implement policies for the inclusion of Haitian immigrants that consider the school curriculum, initial teacher training, and quality evaluation systems of the Chilean school system, in order to make Chilean schools spaces of support and inclusion for all the inhabitants of Chile.
This study analyses five news articles extracted from three Ethiopian newspapers published in the... more This study analyses five news articles extracted from three Ethiopian newspapers published in the English language in order to examine the type of knowledge journalists presuppose in news discourse and, in Relevance Theoretic terms, the amount of processing effort that readers are required to invest in accessing and/or activating what has been presupposed. The article also aims to reveal the existence of possible ideological rehaznos behind journalists� use of �fair� or �unfair� presuppositions in their texts. This analysis indicates that some news article writers unfairly presuppose different types of knowledge in news discourses and add an aura of mystification to certain issues which, in turn, might be for political/ideological reasons. It is thus argued that in producing news articles containing unfair presuppositions, journalists obscure certain issues and put their readers in a situation where they have to invest excessive processing efforts to achieve the required cognitive e...
Este trabajo explora la utilización de recursos de comunicación no verbales por parte de profesor... more Este trabajo explora la utilización de recursos de comunicación no verbales por parte de profesores de inglés en formación inicial y la relación de estos recursos con la competencia comunicativa en el uso de la lengua extranjera por parte de futuros docentes. Mediante el análisis de momentos audiovisuales, con base en el continuo de Kendon se describen los tipos de gesticulación de manos más recurrentes en un contexto de simulación de clases de tres estudiantes chilenos de pedagogía en inglés, en virtud de sus distintos niveles de competencia comunicativa. Este análisis se complementa con entrevistas realizadas a los participantes para examinar su propia conducta corporal. Como resultado, se encontró que la naturaleza de la gesticulación se conduce con el nivel de competencia comunicativa de los estudiantes y que estos no están conscientes de los recursos no verbales que seleccionan para vehicular conocimientos, lo que releva la importancia de abordar la comunicación corporal en la ...
analyze data coming from a larger project 1 through the measurement of the efficiency and effecti... more analyze data coming from a larger project 1 through the measurement of the efficiency and effectiveness of drama techniques in the teaching of English as a Foreign Language (EFL). It was partially based on a study by Kunihira and Asher (1965) in which the effectiveness of TPR in the teaching of a foreign language (FL) is demonstrated. Their rationale is that for any approach to be effective, it must follow the three principles of first language (L1) acquisition formulated by Asher (1982): listening must precede speaking, comprehension develops by observing language through body movements and listening skills prepare learners for speaking (Sole 1987). Drama techniques not only adhere to these principles, but also put into practice Krashen’s (1985) theory that a FL is most successfully acquired under conditions similar to those of L1 acquisition, when the focus of instruction is on meaning rather than on form and when there is plenty of opportunity to use language meaningfully. «In or...
Chile has received massive waves of immigration in a relatively short time, notably from Haiti. T... more Chile has received massive waves of immigration in a relatively short time, notably from Haiti. These migratory movements have highlighted the lack of preparation of Chilean public schools to incorporate young people from Haiti, or other non-Spanish-speaking students, into the educational system. The creation of public policies to address the teaching of Spanish as an additional language in school would help these adolescents achieve a higher level of academic and socio-cultural integration; however, there is resistance among teachers, administrators, and education scholars on this point. In this article, we aim to show how these resistances stem from a lack of consideration regarding what the teaching and learning of an additional language truly implies.
Pese a la urgencia del desarrollo del pensamiento crítico en un contexto mediado digitalmente e i... more Pese a la urgencia del desarrollo del pensamiento crítico en un contexto mediado digitalmente e inundado de noticias falsas, los resultados de este constructo son bajos a escala internacional. Esta investigación busca aportar en esta área a partir del diseño y pilotaje de una app cuyo objetivo es desarrollar el pensamiento crítico en estudiantes de primer ciclo de universidad. Se muestra el proceso de diseño y pilotaje, así como los resultados de uso en un curso de estudiantes de primer año de universidad. Los datos se analizaron cuantitativa y cualitativamente mediante un software de análisis de corpus, el sistema de ideación del lenguaje y una rúbrica de evaluación de textos. Los datos sugieren que la app puede contribuir al desarrollo del pensamiento crítico a través de la modelación de esta habilidad. Se destacan aspectos positivos en la producción de textos argumentativos mediados por la app, junto con sugerencias de mejora.
This piece discusses the school situation of non-Spanish-speaking Haitian immigrants in the Chile... more This piece discusses the school situation of non-Spanish-speaking Haitian immigrants in the Chilean education system. Four dimensions associated with the school trajectories of Haitian immigrants in Chilean schools are explored: (a) the general situation of the Haitian community in Chile; (b) the primary and secondary school Spanish Language and Literature curriculum and the teaching of Spanish as an additional language; (c) Initial Teacher Training (FID) and the inclusion of Spanish as a foreign language in curricular matrixes; (d) the systems of evaluation of the performance and organization of schools and their considerations with respect to non-Spanishspeaking immigrant students. We conclude with the need to develop and implement policies for the inclusion of Haitian immigrants that consider the school curriculum, initial teacher training, and quality evaluation systems of the Chilean school system, in order to make Chilean schools spaces of support and inclusion for all the inhabitants of Chile.
This paper describes a study exploring in-service (IS) and pre-service (PS) teachers' language id... more This paper describes a study exploring in-service (IS) and pre-service (PS) teachers' language ideologies about non-Spanish-speaking students' multilingualism in Chilean classrooms. A survey was answered by 69 IS teachers and 34 PS teachers in the Chilean school system. Both groups were asked about two dimensions: (a) teachers' knowledge and training in L2 pedagogies and their ideologies about students' L1 and multilingualism; and (b) immigrant students' access and integration into Chilean schools. We focus on dimension (a); the results indicate that the teachers from the IS and PS groups do not consider that students' L1 is an impediment to the acquisition of the target language. They declare that the preservation of the L1 boosts non-Spanish-speaking students' self-esteem and can help them to acquire new linguistic knowledge. However, the results show a lack of consistent strategies to approach multilingual classes. These results are discussed in the light of the need to train teachers of all disciplines in multilingualism and the demand for public policies to teach Spanish as an additional language in Chilean schools.
This piece discusses the school situation of non-Spanish-speaking
Haitian immigrants in the Chile... more This piece discusses the school situation of non-Spanish-speaking Haitian immigrants in the Chilean education system. Four dimensions associated with the school trajectories of Haitian immigrants in Chilean schools are explored: (a) the general situation of the Haitian community in Chile; (b) the primary and secondary school Spanish Language and Literature curriculum and the teaching of Spanish as an additional language; (c) Initial Teacher Training (FID) and the inclusion of Spanish as a foreign language in curricular matrixes; (d) the systems of evaluation of the performance and organization of schools and their considerations with respect to non-Spanishspeaking immigrant students. We conclude with the need to develop and implement policies for the inclusion of Haitian immigrants that consider the school curriculum, initial teacher training, and quality evaluation systems of the Chilean school system, in order to make Chilean schools spaces of support and inclusion for all the inhabitants of Chile.
This study analyses five news articles extracted from three Ethiopian newspapers published in the... more This study analyses five news articles extracted from three Ethiopian newspapers published in the English language in order to examine the type of knowledge journalists presuppose in news discourse and, in Relevance Theoretic terms, the amount of processing effort that readers are required to invest in accessing and/or activating what has been presupposed. The article also aims to reveal the existence of possible ideological rehaznos behind journalists� use of �fair� or �unfair� presuppositions in their texts. This analysis indicates that some news article writers unfairly presuppose different types of knowledge in news discourses and add an aura of mystification to certain issues which, in turn, might be for political/ideological reasons. It is thus argued that in producing news articles containing unfair presuppositions, journalists obscure certain issues and put their readers in a situation where they have to invest excessive processing efforts to achieve the required cognitive e...
Este trabajo explora la utilización de recursos de comunicación no verbales por parte de profesor... more Este trabajo explora la utilización de recursos de comunicación no verbales por parte de profesores de inglés en formación inicial y la relación de estos recursos con la competencia comunicativa en el uso de la lengua extranjera por parte de futuros docentes. Mediante el análisis de momentos audiovisuales, con base en el continuo de Kendon se describen los tipos de gesticulación de manos más recurrentes en un contexto de simulación de clases de tres estudiantes chilenos de pedagogía en inglés, en virtud de sus distintos niveles de competencia comunicativa. Este análisis se complementa con entrevistas realizadas a los participantes para examinar su propia conducta corporal. Como resultado, se encontró que la naturaleza de la gesticulación se conduce con el nivel de competencia comunicativa de los estudiantes y que estos no están conscientes de los recursos no verbales que seleccionan para vehicular conocimientos, lo que releva la importancia de abordar la comunicación corporal en la ...
analyze data coming from a larger project 1 through the measurement of the efficiency and effecti... more analyze data coming from a larger project 1 through the measurement of the efficiency and effectiveness of drama techniques in the teaching of English as a Foreign Language (EFL). It was partially based on a study by Kunihira and Asher (1965) in which the effectiveness of TPR in the teaching of a foreign language (FL) is demonstrated. Their rationale is that for any approach to be effective, it must follow the three principles of first language (L1) acquisition formulated by Asher (1982): listening must precede speaking, comprehension develops by observing language through body movements and listening skills prepare learners for speaking (Sole 1987). Drama techniques not only adhere to these principles, but also put into practice Krashen’s (1985) theory that a FL is most successfully acquired under conditions similar to those of L1 acquisition, when the focus of instruction is on meaning rather than on form and when there is plenty of opportunity to use language meaningfully. «In or...
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Haitian immigrants in the Chilean education system. Four dimensions
associated with the school trajectories of Haitian immigrants in
Chilean schools are explored: (a) the general situation of the Haitian
community in Chile; (b) the primary and secondary school Spanish
Language and Literature curriculum and the teaching of Spanish as
an additional language; (c) Initial Teacher Training (FID) and the
inclusion of Spanish as a foreign language in curricular matrixes;
(d) the systems of evaluation of the performance and organization
of schools and their considerations with respect to non-Spanishspeaking
immigrant students. We conclude with the need to develop
and implement policies for the inclusion of Haitian immigrants that
consider the school curriculum, initial teacher training, and quality
evaluation systems of the Chilean school system, in order to make
Chilean schools spaces of support and inclusion for all the inhabitants
of Chile.
Haitian immigrants in the Chilean education system. Four dimensions
associated with the school trajectories of Haitian immigrants in
Chilean schools are explored: (a) the general situation of the Haitian
community in Chile; (b) the primary and secondary school Spanish
Language and Literature curriculum and the teaching of Spanish as
an additional language; (c) Initial Teacher Training (FID) and the
inclusion of Spanish as a foreign language in curricular matrixes;
(d) the systems of evaluation of the performance and organization
of schools and their considerations with respect to non-Spanishspeaking
immigrant students. We conclude with the need to develop
and implement policies for the inclusion of Haitian immigrants that
consider the school curriculum, initial teacher training, and quality
evaluation systems of the Chilean school system, in order to make
Chilean schools spaces of support and inclusion for all the inhabitants
of Chile.