To Learn English Today? Parents and Students' Discourses An ongoing project
Diego Castrillón-Univio Felipe Micán-Castiblanco Universidad Pedagógica Nacional November 2nd, 2017
Let’s hit the gas 1. Why did you learn English?
2. What did motivate you to learn English? 3. What is English for you?
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
So... 1. The most spoken language around the world. 2. Language of science, computers, tourism. 3. It widens the understanding of your own culture and others’. 4. Discover entertainment from around the world. 5. Your professional career. 6. Develop life skills. 7. Applying for higher education. 8. ... (Mahu, D. 2012) XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Research question What are parents and students’ discourses in regards to learning English in the local context?
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
General objective To reveal parents and students’ discourses in regards to learning English in the local context.
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Specific objectives To characterize parents and students‘ discourses on learning EFL in Bogotá.
To analyze the conceptions of learner identity, motivation and language learning involved in parents and students’ discourses.
To contribute to an area of research barely developed and to the understanding of EFL learning. XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Research problem Nowadays, English is used worldwide with a variety of purposes. In our local context, language centers have been spreading around the city and learning English has become one of the most popular doings in Bogotá. This study emerges from the reflection of our teaching practice, what we have heard from our students and their parents, and the little research done in Colombia related to this topic. XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Conceptual framework (Norton, B. 2000; Gee, J., 2000; Andreouli, 2010)
(Dornyei, Z. & Ushioda, E., 2013)
Colombian policies
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Research design Type of study: Mixed study (qualitative + quantitative). Instruments: Surveys, interviews, teachers’ observations. Data analysis: Critical Classroom Discourse Analysis* (CCDA). Population: Parents → 69 & Students → 118: Setting: Diego & Felipe Institute. Starting time: February, 2017: 2 stages. XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Research design Population Parents
Level
A
Semester
M
F
5
15
2017-1 20
B
6
12
2017-2 18
C
4
16
2017-1 20
D
NA
NA
2017-2 NA
E
NA
NA
2017-1 NA
F
1
10
2017-1 11
Total
16
53
69
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Research design Population Students
Level
Age
M 11 years
A
12 years
11 years
12 years
6
5
13
6 B
1
18 8
9
11
7
7
11
10
9
5
2017-1
19 7
7
2017-2
18 9
5
F
2017-1
24 11
10
E
2017-2
21 7
7
D
2017-1
24
12
17
Total students
1
17
C
Semester
F
2017-1
12
118 (64 girls +54 boys)
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Preliminary findings Parents’ discourses Diego & Felipe Institute – Padres Discursos de padres y estudiantes sobre el aprendizaje del inglés
Sexo: M Edad: _____
1. ¿Por qué considera que su hijo debe aprender inglés? 2.
¿Qué espera que su hijo aprenda estudiando inglés?
De los siguientes aspectos, cuál considera que motiva el aprendizaje de una lengua extranjera (Seleccione el más relevante): a) Potencialización cognitiva. c) Refuerzo escolar.
b) Oportunidades académicas/laborales d) Otro, ¿cuál? ______________
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
F
Preliminary findings Parents’ discourses Multiple choice a. Potencialización cognitiva
14 (20.28%)
b. Oportunidades académicas/laborales
41 (59.42%)
Deseo
1 (1.44%)
Superación
1 (1.44%)
Viajar
2 (2.89%)
Experiencias de vida
1 (1.44%)
Integración, interacción
2 (2.89%)
No válidas
7 (10.14%) Total
69
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Preliminary findings Parents' discourses
Question 1 Question 2
Total
1
Profesional, laboral, mejores oportunidades
35
9
44
2
Momento actual, sociocultural, competencia, necesidades hoy, tecnológico, globalizado
26
2
28
3
Conocimiento del estudiante, promedio, capacidades, rendimiento, aprendizaje
12
12
24
4
Metas, sueños, viajar, estudiar afuera, "puerta que se abre"
10
10
20
5
Socialización, interpersonal, comunicar otra gente, otras culturas, amistades
6
11
17
6
Desarrollo personal, superación
11
6
17
7
Gusto del estudiante, entusiasmo, ganas, interés
11
2
13
8
Universidad, estudiantil, académico
10
2
12
9
Futuro, proyección (exterior)
10
1
11
10 Responsabilidad y hábitos, disciplina, independiente
1
9
10
11 Mejor persona, valores, ayudar a otros
1
7
8
12 Viajar
1
5
6
13 Todos bilingües
2
3
5
14 Calidad de vida
2
0
2
15 Estabilidad, estatus social
1
0
1
16 Prueba Saber
1
0
1
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Preliminary findings 1. “En la actualidad en los diferentes campos en que se desempeña mi hija y a futuro se exige cada vez más la necesidad de aprender una segunda lengua. Esto facilitará su desempeño en la universidad y le abrirá puertas para su vida personal y laboral” (Q1aw7). 2. “En la medida en que el mundo avanza, es muy importante el hablar el idioma inglés, pues esto le brinda mejores oportunidades en su futuro y permite que sea una mejor persona” (Q1cw3). 3. “Es la lengua universal, es un idioma que brinda posibilidades de comunicarse con personas de diferentes países y culturas” (Q1cm5)
Coding: question + course + sex + participant XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Preliminary findings Students’ discourses Diego & Felipe Institute – Padres Discursos de padres y estudiantes sobre el aprendizaje del inglés
Sexo: M – F Edad:______ Curso:____________
1. ¿Por qué razones estudias inglés?, ¿cuáles son tus motivaciones? Razones:___________________________________________________________________________ Motivaciones:_______________________________________________________________________
2. ¿Qué expectativas tienes frente al aprendizaje de la lengua? 3. ¿En qué aspectos consideras que el inglés es importante para tu vida?
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Preliminary findings 1. “Yo estudio inglés porque me gusta, y considero que es una lengua necesaria e importante para el futuro en mi vida. Mis motivaciones son aprender inglés, viajar, irme de intercambio y tener oportunidades en el exterior” (Q1am3).
2. “Poder viajar a cualquier lado, relacionarme con varias personas que hablen inglés” (Q2dw5). 3. “Conseguir un trabajo, defenderme en otro país, conocer nuevas culturas, etc. ...” (Q4fw10).
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Preliminary findings Fundamental
Universal Important Facilitator
Essential
English Useful
Resource Service
Tool
Culture
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Further research 1. Heterogeneity of populations → comparative perspective. 2. Mass media discourses (ads, tv, radio). 3. Government policies. 4. Teachers’ discourses. 5. More variables involved (parents). 6. Pedagogical and linguistic insights. 7. What is the priority when teaching/learning? XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
References Andreouli, E. (2010). Identity, Positioning and Self-Other Relations. Papers on Social Representations, 19. Dornyei, Z. & Ushioda, E., (2013). Teaching and Researching Motivation. Routledge. Friedrich, P. (2000). English in Brazil: functions and attitudes. World Englishes, 19(2), 215-223. Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of research in education, 25(1), 99-125 Gonzalez, A. (2010). English and English teaching in Colombia: Tensions and possibilities in the expanding circle" The Routlegde Handbook Of World Englishes: Great Britain. Mahu, D. P. (2012). Why Is Learning English So Beneficial Nowadays?. International Journal of Communication Research, 2(4), 374.
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
References Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Editorial Dunken. Paltridge, B., & Hyland, K. (2011). The Continuum companion to discourse analysis. London: Continuum books. Ramos, B., & Morales, J. A. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, (27), 209-222. Uehara, K. Why Do We Teach and Learn English?: Discourses of English Teaching and Learning during the US Occupation of Okinawa, 1945–1972. Velez–Rendon, G. (2003). English in Colombia: A sociolinguistic profile. World Englishes, 22(2), 185-198.
XXIII SYMPOSIUM ON RESEARCH IN APPLIED LINGUISTICS & V INTERNATIONAL SYMPOSIUM ON LITERACIES AND DISCOURSE STUDIES
Diego Castrillón-Univio
[email protected] Felipe Micán-Castiblanco
[email protected] UPN - November 2nd, 2017
