Children's Social Representations of English Teaching and Learning: A Study in Medellín, Colombia
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| Title: | Children's Social Representations of English Teaching and Learning: A Study in Medellín, Colombia |
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| Language: | English |
| Authors: | Cadavid-Múnera, Isabel Cristina (ORCID |
| Source: | PROFILE: Issues in Teachers' Professional Development. Jan-Jun 2022 24(1):97-113. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 3 Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Grade 1, Grade 3, Grade 5, Elementary School Students, English (Second Language), Second Language Instruction, Student Attitudes, Social Influences, Language Usage, Beliefs, Value Judgment, Teaching Methods, Public Schools, Private Schools, Power Structure |
| Geographic Terms: | Colombia |
| ISSN: | 1657-0790 |
| Abstract: | This article reports the findings of a qualitative interpretive research study that explored the social representations children have about the teaching and learning of English as a foreign language in elementary schools in Medellín, Colombia. Sixty children in first, third, and fifth grades of public and private schools participated in the study. Techniques such as drawings, pretend play, conversations, and semi-structured interviews were used to collect data. Three analogies summarize children's perceptions in this study: learning as "echo," teaching as a power instrument, and English as a tool to "survive" or to "live and interact with others." Finally, a reflection and some implications for the teaching of English to children are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1326303 |
| Database: | ERIC |
| Abstract: | This article reports the findings of a qualitative interpretive research study that explored the social representations children have about the teaching and learning of English as a foreign language in elementary schools in Medellín, Colombia. Sixty children in first, third, and fifth grades of public and private schools participated in the study. Techniques such as drawings, pretend play, conversations, and semi-structured interviews were used to collect data. Three analogies summarize children's perceptions in this study: learning as "echo," teaching as a power instrument, and English as a tool to "survive" or to "live and interact with others." Finally, a reflection and some implications for the teaching of English to children are presented. |
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| ISSN: | 1657-0790 |
