Retos de la formación docente bilingüe en Colombia
Palabras clave:
desarrollo profesiona, empoderamiento, lengua y contenido, educación bilingüeResumen
Este artículo examina aspectos del desarrollo profesional en Colombia, con referencia a las exigencias de los programas de educación bilingüe y lenguas extranjeras, principalmente en inglés y en español. Inicialmente ofrece una visión general de los desarrollos en el área en otros países de América Latina, seguida de una discusión sobre investigaciones llevadas a cabo en Colombia respecto de la enseñanza de lengua y contenidos en un contexto bilingüe. Presenta también los resultados de un estudio reciente sobre empoderamiento docente y una discusión final sobre el alcance de programas de desarrollo profesional que brinda ayudas a los profesores para lidiar con las tensiones diarias en su práctica docente, tanto en contextos de educación bilingüe como en contextos de enseñanza de lenguas extranjeras.
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Benson, C. (2004). Operationalising the knowledge base of bilingual teaching through professional development. (Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 204-221.Brutt-Griffler, J. and Varghese, M. (2004). Introduction. (Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 93-101.Cárdenas, M. L. (2006). Bilingual Colombia: Are we ready for it? What is needed? Presentation in 19th Annual EA Education Conference 2006, English Australia.Cummins, J. (1989). Empowering Minority Students. Sacramento : California Association for Bilingual Education. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.Diaz-Maggioli, G. (2003). Fulfilling the promise of professional development. IATEFL Newsletter Samples. Disponible en http: //www.iatefl.org/content/newsletter/174.php.Freire, P. (1970). Pedagogía del oprimido. México: Siglo Veintiuno Editores. Freire, P. & Macedo D. (1987) Literacy: Reading the Word and the World. South Hadley, MA: Bergin & Garvey.Garcia, O. (2008). Multilingual language awareness and teacher education. In J. Cenoz & N. Hornberger (Eds.) Encyclopedia of Language and Education. Knowledge About Language, Vol 6. (pp. 385-400). New York: Springer.Ghaye, T. (2011). Teaching and Learning through Reflective Practice: A Practical Guide. Routledge.Gieve, S. & Magalhães, I. (Eds.) (1994). On empowerment. In: Centre for Research in Language Education, Occasional Report 6: Power, Ethics and Validity (pp.121-145). Lancaster: Lancaster University.Gimenez Nunes, T. (1994). Learners Becoming Teachers: An Exploratory Study of Beliefs Held by Prospective and Practicing EFL Teachers in Brazil. Unpublished PhD thesis, Lancaster University.González Moncada, A. (2007). Professional development of EFL teachers in Colombia: Between colonial and local practices. Íkala, Revista de Lenguaje y Cultura12(18), 309-32.González Moncada, A. (2008). Becoming a bilingual country: Reflections of a teacher educator-ad-ministrator”. Presentation at the II Seminario Internacional de Desarrollo Profesional de Docentes de Lenguas Extranjeras, Universidad de Antioquia, Medellín – Colombia. August 14, 2008.Guzmán Mejía, M., Mora Caro, A., Oviedo Bocanegra, M.E., Echeverry Rendón, N., Perdomo Santacruz, J.M., Torres Bernal, M., Peralta Linero, J.C., Sánchez, J. Truscott de Mejía, A.M., Valencia Giraldo, S. (2014). Procesos de empoderamiento en el aula de inglés en el sector público: Estudios de caso. Estudio investigativo interinstitucional: Universidad del Quindío/Universidad de los Andes. Informe de investigación sin publicar.Johnson, K. (2000). (Ed). Teacher Education. Alexandria,VA: TESOL.
Kumaravadivelu, B. (2006). TESOL methods: Changing traces, Challenging trends. TESOL Quarterly 40, 59-81. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven CT: Yale University Press. Kumaravadivelu, B. (1994). The postmethod condition: Emerging strategies for second/ foreign language teaching. TESOL Quarterly 28, 27-48Léon, M. (Ed.) (1997). Poder y empoderamiento de las mujeres. Bogotá: TM EditoresLiberali, F. (2013). Student-teachers and teacher-educators experience new roles in pre-service bilingual teacher education in Brazil. In C. Abello-Contesse, P.M. Chandler, M.D. López-Jiménez & R. Chacón-Beltrán (Eds.) Bilingual and multilingual education in the 21stcentury. Building on experience (pp.231-255). Bristol: Multilingual Matters.Lyster, R. (2007). Learning and Teaching Languages through Content. A Bounterbalanced Approach. John Benjamins. Moliner, M. (1986). Diccionario de uso del español. Madrid: Editorial Gredos.Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education.(Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 172-187.Pennycook, A. (2001). Critical applied linguistics. Lawrence Erlbaum Associates.Richards, J. C. & Farrell, T.S.C. (2011). Practice Teaching: A Reflective Approach, Cambridge: Cambridge University Press.Samper Alum, M., Bonilla Pérez, C. Soto Cañon, H. (2008). El empoderamiento: Un aporte a la escuela del siglo XXI. Ponencia presentada en el I Congreso Internacional de educación de las Américas, Bogotá, Colombia.Serrano, M.E., Vizcaíno, C.G., Cazco, D. & Kuhlman, N.A. (2015). Transformation: A Model for Restructuring the Rreparation of English Teachers in Ecuador. Gist Education and Learning Research Journal, 11, 103-117.Stake, R. E. (1995). The Art of Case Research. Thousand Oaks, CA: Sage Publications.Taylor, C. (1994). El multiculturalismo y “la política del reconocimiento.” En A. Gutmann (Ed.) Argumentos y debates y multiculturalismo (pp.53-116). Princeton University Press.Truscott de Mejía, A.M., Peña Dix, B., Arciniegas de Vélez, M.C. y Montiel Chamorro, M.L. (Eds.) (2012). Exploraciones sobre el aprendizaje de lenguas y contenidos en programas bilingües. Bogotá: Ediciones Uniandes.Vaillant D. (2004). Construcción de la profesión docente en América Latina.Tendencias, temas y debates. Santiago: PREAL.
Varghese, M. (2004). Professional development for bilingual teachers in the United States: A site for articulating and contesting professional roles. (Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 222-237.Wolffowitz-Sanchez, N. (2009). Formação de professores para a educação infantil bilíngue. Mestrado em Linguística Aplicada e Estudo da Linguagem, Pontifícia Universidade Católica de São Paulo. Unpublished MA thesis.Zeichner, K. & Ndimande, B. (2008). Contradictions and tensions in the place of teachers in educational reform: Reflections on teacher preparation in the USA and Namibia. Journal of Teachers and Teaching, http://www.informaworld.com/smpp/title%7Econ-tent=t713447546%7Edb=all%7Etab=issueslist%7Ebranches=14 - v14,14/4: 331-343
Benson, C. (2004). Operationalising the knowledge base of bilingual teaching through professional development. (Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 204-221.Brutt-Griffler, J. and Varghese, M. (2004). Introduction. (Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 93-101.Cárdenas, M. L. (2006). Bilingual Colombia: Are we ready for it? What is needed? Presentation in 19th Annual EA Education Conference 2006, English Australia.Cummins, J. (1989). Empowering Minority Students. Sacramento : California Association for Bilingual Education. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.Diaz-Maggioli, G. (2003). Fulfilling the promise of professional development. IATEFL Newsletter Samples. Disponible en http: //www.iatefl.org/content/newsletter/174.php.Freire, P. (1970). Pedagogía del oprimido. México: Siglo Veintiuno Editores. Freire, P. & Macedo D. (1987) Literacy: Reading the Word and the World. South Hadley, MA: Bergin & Garvey.Garcia, O. (2008). Multilingual language awareness and teacher education. In J. Cenoz & N. Hornberger (Eds.) Encyclopedia of Language and Education. Knowledge About Language, Vol 6. (pp. 385-400). New York: Springer.Ghaye, T. (2011). Teaching and Learning through Reflective Practice: A Practical Guide. Routledge.Gieve, S. & Magalhães, I. (Eds.) (1994). On empowerment. In: Centre for Research in Language Education, Occasional Report 6: Power, Ethics and Validity (pp.121-145). Lancaster: Lancaster University.Gimenez Nunes, T. (1994). Learners Becoming Teachers: An Exploratory Study of Beliefs Held by Prospective and Practicing EFL Teachers in Brazil. Unpublished PhD thesis, Lancaster University.González Moncada, A. (2007). Professional development of EFL teachers in Colombia: Between colonial and local practices. Íkala, Revista de Lenguaje y Cultura12(18), 309-32.González Moncada, A. (2008). Becoming a bilingual country: Reflections of a teacher educator-ad-ministrator”. Presentation at the II Seminario Internacional de Desarrollo Profesional de Docentes de Lenguas Extranjeras, Universidad de Antioquia, Medellín – Colombia. August 14, 2008.Guzmán Mejía, M., Mora Caro, A., Oviedo Bocanegra, M.E., Echeverry Rendón, N., Perdomo Santacruz, J.M., Torres Bernal, M., Peralta Linero, J.C., Sánchez, J. Truscott de Mejía, A.M., Valencia Giraldo, S. (2014). Procesos de empoderamiento en el aula de inglés en el sector público: Estudios de caso. Estudio investigativo interinstitucional: Universidad del Quindío/Universidad de los Andes. Informe de investigación sin publicar.Johnson, K. (2000). (Ed). Teacher Education. Alexandria,VA: TESOL.
Kumaravadivelu, B. (2006). TESOL methods: Changing traces, Challenging trends. TESOL Quarterly 40, 59-81. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven CT: Yale University Press. Kumaravadivelu, B. (1994). The postmethod condition: Emerging strategies for second/ foreign language teaching. TESOL Quarterly 28, 27-48Léon, M. (Ed.) (1997). Poder y empoderamiento de las mujeres. Bogotá: TM EditoresLiberali, F. (2013). Student-teachers and teacher-educators experience new roles in pre-service bilingual teacher education in Brazil. In C. Abello-Contesse, P.M. Chandler, M.D. López-Jiménez & R. Chacón-Beltrán (Eds.) Bilingual and multilingual education in the 21stcentury. Building on experience (pp.231-255). Bristol: Multilingual Matters.Lyster, R. (2007). Learning and Teaching Languages through Content. A Bounterbalanced Approach. John Benjamins. Moliner, M. (1986). Diccionario de uso del español. Madrid: Editorial Gredos.Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education.(Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 172-187.Pennycook, A. (2001). Critical applied linguistics. Lawrence Erlbaum Associates.Richards, J. C. & Farrell, T.S.C. (2011). Practice Teaching: A Reflective Approach, Cambridge: Cambridge University Press.Samper Alum, M., Bonilla Pérez, C. Soto Cañon, H. (2008). El empoderamiento: Un aporte a la escuela del siglo XXI. Ponencia presentada en el I Congreso Internacional de educación de las Américas, Bogotá, Colombia.Serrano, M.E., Vizcaíno, C.G., Cazco, D. & Kuhlman, N.A. (2015). Transformation: A Model for Restructuring the Rreparation of English Teachers in Ecuador. Gist Education and Learning Research Journal, 11, 103-117.Stake, R. E. (1995). The Art of Case Research. Thousand Oaks, CA: Sage Publications.Taylor, C. (1994). El multiculturalismo y “la política del reconocimiento.” En A. Gutmann (Ed.) Argumentos y debates y multiculturalismo (pp.53-116). Princeton University Press.Truscott de Mejía, A.M., Peña Dix, B., Arciniegas de Vélez, M.C. y Montiel Chamorro, M.L. (Eds.) (2012). Exploraciones sobre el aprendizaje de lenguas y contenidos en programas bilingües. Bogotá: Ediciones Uniandes.Vaillant D. (2004). Construcción de la profesión docente en América Latina.Tendencias, temas y debates. Santiago: PREAL.
Varghese, M. (2004). Professional development for bilingual teachers in the United States: A site for articulating and contesting professional roles. (Re) writing bilingualism and the bilingual educator ́s knowledge base. Special Issue International Journal of Bilingual Education and Bilingualism, 7(2-3), 222-237.Wolffowitz-Sanchez, N. (2009). Formação de professores para a educação infantil bilíngue. Mestrado em Linguística Aplicada e Estudo da Linguagem, Pontifícia Universidade Católica de São Paulo. Unpublished MA thesis.Zeichner, K. & Ndimande, B. (2008). Contradictions and tensions in the place of teachers in educational reform: Reflections on teacher preparation in the USA and Namibia. Journal of Teachers and Teaching, http://www.informaworld.com/smpp/title%7Econ-tent=t713447546%7Edb=all%7Etab=issueslist%7Ebranches=14 - v14,14/4: 331-343
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2017-01-15
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Anne-Marie Truscott. (2017). Retos de la formación docente bilingüe en Colombia. Runae, (1), 95–117. Recuperado a partir de https://revistas.unae.edu.ec/index.php/runae/article/view/70
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