Browsing by Author "Barahona, Malba"
Now showing 1 - 11 of 11
Results Per Page
Sort Options
- ItemAnalysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context(2023) Barahona, Malba; Reyes, José; Gallegos, Francisca; David, Viviana; Ibaceta-Quijanes, Ximena; Darwin, StephenInternationally, the investigation of inclusive education in foreign language teaching and foreign language teacher education is a relatively new phenomenon. Part of this imperative has been the pressing need to research how teachers perceive inclusion and learn to support a diverse range of students. Responding to this challenge, this paper reports on the results of a case study that investigated the perceptions and attitudes toward inclusion of a group of Chilean preservice teachers of English (n = 6) enacting the Universal Design for Learning (UDL) in ELT. The study drew on qualitative data generate through interviews, focus group discussion and an artefact analysis, and was conducted within a remote teaching context due to COVID pandemic during 2020 and 2021. The outcomes suggested that preservice teachers conceptualised inclusion as ‘not-segregation’, expressing positive attitudes toward diversity and a commitment to principles of inclusion in their teaching. The enactment of UDL allowed participants to diversify the representation of contents and making language more comprehensible. However, participants also experienced frustration and anxiety as they felt their practices were sometimes ineffective. The findings also made visible the complex challenges and struggles preservice teachers confront as they attempt to teach inclusively, particularly in remote learning environments.
- ItemCan an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs(2018) Darwin, Stephen; Barahona, MalbaAction research methodology is commonly used in initial teacher education programmes as a pedagogical strategy to enhance student teacher learning. Action research is most often used in tandem with school-based practicum components in the latter stage of programmes as a means of bridging the theory-practice divide. It is also frequently used as a capstone assessment to assure prospective teacher capability for reflective inquiry. The study reported here focuses on the perspectives of teachers who were recent graduates of two initial English language teacher education programmes in Chile, who had undertaken action research projects as part of their degree programme. It also engaged the university-based supervisors who had overseen this work. These experiences are analysed in the context of the guiding epistemological and political foundations of action research. The outcomes of this research suggest that the use of action research in initial teacher education contexts may be more problematic than it is often assumed; particularly, where student teachers’ work is professionally isolated. From this, it is suggested that action research in initial teacher education needs to be conscious of potential constraints in school-based contexts, as these may act to limit the current and prospective impact of this learning experience.
- ItemChilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility(2022) Barahona, Malba; Ibaceta Quijanes, XimenaProfessional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice. This article reports on a qualitative study to understand how seven pre-service teachers developed a sense of PPR and to what extent participants' discourse revealed a sense of social justice. Data were collected through a number of semi-structured interviews that required participants to reflect on different practicum experiences and expectations for their future work as teachers of English. The results demonstrated different degrees of PPR ranging from resistance to high levels of agency. These different degrees were shaped by personal drives such as preservice teachers' motives for teaching English, but also by social and contextual factors such as expectations and requirements of the practicum. The outcomes also suggested that most preservice teachers were unaware of their role as change agents. The paper concludes with implications on how the integration of a social justice perspective in initial English language teacher education programmes can strengthen their professional responsibility.
- ItemDeveloping expertise through experience(2021) Barahona, Malba; Ibaceta Quijanes, Ximena
- ItemExploring Chilean EFL Student Teachers' Development of Teacher Identity Through Perezhivanie(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022) Barahona, Malba; Toledo-Sandoval, FlorThis study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range of sources, including semi-structured interviews, analysis of recorded lessons, and pedagogical artefacts. Framed by a sociocultural perspective, student teachers' perezhivanie and lived experiences were examined. This work found that the transition to a developed English language teacher identity was a slow and recursive process and shaped by multiple interactions and situations of conflict in practice. Strong and conflicting emotions of joy, self-fulfilment and frustration, anxiety, and self-doubts were recurrent. These findings contribute to the understanding of how English language teacher identity is developed in the Global South.
- ItemExploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context(2021) Barahona, Malba; Darwin, Stephen
- ItemGlobalising or assimilating? Exploring the contemporary function of regionalised global university rankings in Latin America(Springer Science and Business Media B.V., 2023) Darwin, Stephen; Barahona, Malba© 2023, The Author(s).Global university rankings (GUR) have become increasingly influential as a proxy measure of higher education quality. The more recent development of regionalised forms of rankings has increased their global reach, drawing a greatly expanded range of institutions into their orbit. As a result, regionalised GUR have developed an increasing potential power to shape social perceptions, institutional actions, and everyday academic practices. In this paper, the perceived impact of regionalised forms of GUR is analysed from the perspective of Latin American higher education. Based on a critical meta-synthesis framed by a glonacal heuristic (Marginson and Rhoades, Higher Education 43:281–309, 2002), the tensions arising around the application of regionalised forms of global rankings are mapped. Specifically, the impact of rankings on conceptions of the mission of universities is foregrounded. The meta-synthesis identifies three primary tensions around the regional application of GUR in Latin American contexts: how conceptions of regional higher education quality are most effectively developed, how the local university is imagined under the weight of global expectations, and the relativised value of local agency in assessing quality outcomes. The findings suggest that GUR have created strong fissures in Latin American higher education regarding the missions of institutions, particularly in confronting the powerful hegemonies of the epistemologies of the Global North imposing themselves on Latin American higher education. The paper concludes that the stratification and social anxiety caused by the regional applications of GUR may not be necessarily productive in encouraging regional institutional diversity or in enhancing the local relevance of higher education.
- Item"It is impossible to teach English in English": Preservice teachers' struggles to facilitate L2 comprehensibility in English(2021) Barahona, Malba; Delaporte Raurich, Catalina; Ibaceta Quijanes, Ximena
- ItemLa deuda de la formación de profesores de inglés en Chile: la justicia social(2022) Barahona, MalbaEl idioma inglés ha dominado el mundo de los negocios, la diplomacia internacional, la producción académica y la producción y comunicación de conocimiento, adquiriendo el valor de lengua franca y de commodity como un bien de consumo que se puede adquirir y transar (Barahona & Ibaceta-Quijanes, en prensa). En este sentido, el idioma inglés adquiere un valor simbólico hegemónico en relación con otras lenguas. En Chile, el inglés es actualmente la lengua extranjera más respetada y deseada por la población. Se considera al inglés como un poderoso idioma internacional que permite a los chilenos ser parte del mundo globalizado. Bajo esa premisa, varios gobiernos a partir de los 90s han invertido e impulsado distintas iniciativas para promoverr la enseñanza del inglés en todos los niveles educativos. Esta promesa del inglés también ha permeado en la formación de profesores de inglés la cual se ha visto desafiada tanto en su capacidad para formar profesores de inglés para distintos contextos educativos, como también en el desarrollo de una concepción de la lengua y su enseñanza en el sistema educativo que vaya más allá de una promesa del sistema neoliberal por mejores salarios. En este contexto, emergen las siguientes preguntas: ¿Qué otros motivos existen para la enseñanza del inglés en Chile? ¿Qué hace la formación de profesores de inglés por la justicia social en el país? ¿Cómo la formación de profesora de inglés puede contribuir a la justicia social del país o perpetuar la falsa promesa del inglés? En este ensayo intentaré dar respuesta a estas preguntas usando investigaciones previas, mis conocimientos y experiencia en la enseñanza del inglés y formación de profesores de inglés
- ItemThe effect of the process-genre approach in the development of 7th grade students' writing of a digital comic(2022) Montiel Muñoz, Leslie; Barahona, Malba; Pontificia Universidad Católica de Chile. Facultad de LetrasWriting is still considered a difficult task for EFL students around the world. However, previous studies have demonstrated the efficacy of a process genre approach (PGA) in primary, secondary, and especially in tertiary levels of education. The PGA is the combination of process and genre-based approach which provides learners with the understanding of the recursive writing process as well as the importance of context, writing purpose, and the genre features needed to construct a text from a genre pedagogy perspective. This study aims to explore EFL students’ perceptions on the use of a process genre approach (PGA) and the effect on their compositions in a 7th-grade class. The study adopted an Action Research (AR) design and the data was obtained from surveys and students’ compositions. The overall findings of this study suggest that the implementation of the PGA in a 7th-grade class had a positive influence on students’ perceptions, who indicated that each stage of the approach was useful to write their composition. In terms of students’ compositions, the results showed a significant increase in all evaluated criteria (content, genre’s structure, vocabulary, grammar, and mechanics). Moreover, this study found that the PGA is a flexible approach that provides a wide range of scaffolding activities that might assist students according to their different needs in the development of their writing skills.
- ItemThe potential of translanguaging as a core teaching practice in an EFL context(2020) Barahona, MalbaThis article reports on a study that sought to identify a set of core practices for teaching English more effectively in a Chilean EFL context. The findings of the study were generated using a Delphi-based panel of Chilean English language educators who were identified as experts, including classroom teachers, university-based teacher educators and educational researchers. The results generated a framework of potential core teaching practices that could afford more effective teaching practices, most notably translanguaging and the more effective integration of L1. Results may inform other contexts as to how to develop more collaborative instances to define core-teaching practices as a participatory process.