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ENGLISH
TEACHERS’
ROLE AS SOCIAL
TRANSFORMERS
IN COLOMBIAN
POST CONFLICT
report the findings of a qualitative and Key words: coherence, discourse, English
exploratory research regarding the role teacher, practice, post conflict, social
coherence English teachers have between reportar los hallazgos de una investigación
their discourse and their practice as social cualitativa y exploratoria acerca del rol de
The study was carried out in three schools transformadores sociales en el posconflicto
coherencia entre el discurso y las prácticas Colombia. “We are meant to be a part of
de los docentes de inglés, así como the process of the healing of our nation.
proyectos que permitan construcción de explore the role English teachers have as
objective after researching and reading English teachers´ practices inside the
about how Colombian people have been classroom. The third, to contrast both of
affected in a direct or indirect way since them to support the coherence they have as
the conflict started in 1940 and the active social transformers in Colombian Post-
classrooms as healers of those wounds the responded to the question in this study:
conflict has left on society. It is important How does coherence between English
to understand how English teachers use the teachers´ discourse and practices reveal
English teachers’ role as social Transformers in Colombian Post
Conflict
study’s question and objectives. In order to stated and unstated goals of language
achieve our goals and answer the question, learning and teaching in the classroom”
four categories: discourse, practice, social Shafqat Ali (2016) states that
although discourse has many definitions, (p. 38), are some of the skills a teacher
in our study we have defined it based on needs for his or her teaching daily practice.
(2001) defines discourse as use of the Irby (1998) define practices with three
(2003) “practice is seen to constitute a set defines socialization into a new knowledge
frequently in the social work literature change itself (e.g., “to be an effective force
(e.g., Blunt, 2007; Desyllas & Sinclair, for change, social work will require a
connotative meaning suggests such change a verb, to transform refers to the action of
noun, a verb, or an adverb. Most common necessity to look for addressing the
The “Foro Educativo Nacional” “Over the last decade there has been an
held in Colombia, 2012 stated that “formar increasing global awareness of the impact
para la ciudadanía es educar para la paz” of conflict on education systems and the
the main purpose was to transform the importance of education for children and
principles that would allow them to live In a study carried in Burundi after
respectful and peaceful lives. According to peace agreement was signed, the author
the Minister of Education on that year, stated that it is very important to teach
Campo Saavedra, the teachers´ role is very values to younger generations who have
are not only responsible for the academic after losing those values such as honesty,
process, they have to generate democratic solidarity and respect for human rights. A
The World Education Forum at hearts and minds. The author considered
Dakar in 2000 stated that education could that “A moral value that is known but not
play a key role in preventing conflict and practiced is of no value” (Page 349). That
school life, the family and the community “...From authors such as Garzón,
Colombia has been living difficult beginning with the total or partial
times for many years. “Prior to the Justice elimination of violence, and it includes
and Peace Law, Colombia began a deep processes of peace building, which
program, reforming previous legal and social needs that allow the durability
2006). Infante states that there is necessity The role of conflict as an obstacle
first we need to understand what conflict ‘Education for All’ (EfA) was recognized
is. Conflict refers to armed violence at the World Education Forum at Dakar in
involving groups of various kinds, such as 2000, where it was stated that education
military forces, guerrillas, armed groups, could play a key role in preventing conflict
and building peace. The impact of conflict overcome, Empty and become full, Bend
on education is thus a key issue for and become straight” (Lao Tzu). This line,
developments in education across the and the philosophy it expresses have been
protective function for children in conflict which sought to identify the role English
role it plays for children in care (Fletcher- suggest future strategies inside the English
beings are naturally good but are corrupted question, objectives and having defined
by law and an incorrect belief in how they the categories, we could continue with the
conflict.
The aim of this research was to
In order to acquire the objectives
explore English teachers´ role as social
above described and to answer the
transformers in a Colombian Post-
research question, the study developed a
Conflict. In order to undertake this
qualitative approach and used interviews,
research, it was necessary to bring into
questionnaires and observations as
play an exploratory study. It has been
techniques to collect data. These
stated, “An exploratory study may not
instruments were applied with a frequency
have as rigorous as methodology as it is
of six times the questionnaire, four times
used in conclusive studies, and sample
the observation and four times the
sizes may be smaller. But it helps to do the
interview. The study took place in three
exploratory study as methodically as
different schools: two private bilingual
possible, if it is going to be used for major
schools in Medellin and one public school
decisions about the way we are going to
English teachers’ role as social Transformers in Colombian Post
Conflict
in the Metropolitan area. The New School, the Common European Framework their
located in Las Palmas with a strata level English level ranges between B1 and C1,
five and six; a school created with the in the private schools, A2 and B1 in the
objective of offering education to some public school. They were all born in
kids who were socially discriminated. Colombia, two have lived in the United
Colegio Ferrini Bilingüe with a strata level States. They live in different areas of
three and four; it belongs to medium social Medellin. Therefore, they belong to
Diego Echavarría Misas” located in Las post conflict and education in general.
Asturias neighborhood and with a strata After reading and searching there was not
level one, two and three. This research any research on the English teachers´ role
helpful in their research process. The methodology process under the following
English teachers from fourth and fifth research, socio critical paradigm in the
grades, two from each school, ages ranged methodological line: “Construcciones
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analysis.
concepts English teachers have about Closed questions taken from the
questionnaire answered by teachers in the
Colombian conflict and post conflict, and three different schools.
how English teachers are teaching the The questionnaire had two open
topic inside fourth and fifth grade English questions, which helped researchers to
classrooms. First, we explored, with closed collect facts about how English teachers
questions, the previous knowledge the are working the post conflict concept
post conflict.
2
CAC: Conflicto Armado Colombiano
English teachers’ role as social Transformers in Colombian Post
Conflict
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12
with three different objectives: a) obtain teachers gave us. We obtained a lot of
or c) make biographical sketch (Yanes, P. realized that the information written there
14). And lastly, the third instrument used was the discourse English teacher had
was the observation, which is defined given us. Therefore, we moved some of
according to Marshall and Rossman (1989) the answers into the discourse category.
as "the systematic description of events, When analyzing teachers who did not
behaviors, and artifacts in the social setting answer to some questions and were
chosen for study" (p.79) (Kawulich, 2005) avoiding the interview and observation, we
was to collect facts about the language Thus, it leaded us into a new finding.
13
The graph on the left has all the answers given Narrowed sentence 4
by the teachers. The graph on the right has the
answers but after the researchers narrowed
down all the information they had from the
three instruments they applied.
For example:
These are the different answers given by Information after we narrowed down
the answer given by the six teachers.
several teachers in one of the open
Data Analysis
questions from the questionnaire.
In the interest of analyzing the
¿Qué tipo de prácticas fomenta desde el
data, we took into account the process
aula que le permite sensibilizar a los
given by Burns (1999). In order to follow
estudiantes frente al conocimiento de
up the Burns process, we applied the
postconflicto?
selected instruments. We made hypothesis,
Graph 5
we reaffirmed them, and we interpreted
ETQ001 open question
information and defined findings. In order
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English teacher´s discourse and practice what they say they do and what they really
This section presents the analysis theory and practice based on critical
of the collected data first by exploring the pedagogy (Kumaravadivelu, 2002, p.13).
transformers in Colombia post conflict; and the interview, the researchers could
second, how they are strengthening their identify that teachers have a common
concepts as social transformers, and discourse. They state they are working
thirdly how teachers address social issues strategies and activities, as well as the use
by living in Colombia during the conflict of words as a tool that helps teachers and
and the last one is how English teachers students inside the classroom to solve
Finding 1
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coexistence?
Open questions recognizing teachers´
discourse. When analyzing the four teachers’
Finding 2
Graph 8
Teachers are strengthening their
Evidence 2
concepts as social transformers.
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Graph 9
Evidence 1
17
post conflict.
Evidence
Finding 3
18
participation and civic competences for Open question in the interview allowed us
to identify teachers’ discourse about the post-
peaceful coexistence, democratic conflict and social transformer categories.
19
studies.
English teachers’ role as social Transformers in Colombian Post
Conflict
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21
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docentes en el siglo XXI. In
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English teachers’ role as social Transformers in Colombian Post
Conflict
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Appendix A
Appendix B
research question.
English teachers’ role as social Transformers in Colombian Post
Conflict
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