dc.contributor.author | Santana, Josefina del Carmen | |
dc.date.accessioned | 6/2/2020 16:42 | |
dc.date.available | 6/2/2020 16:42 | |
dc.date.issued | 2020-11-05 | |
dc.identifier.issn | 2011-6721 | |
dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/11405 | |
dc.identifier.other | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/11405/pdf | |
dc.identifier.uri | http://hdl.handle.net/10818/41445 | |
dc.description | 27 páginas | es_CO |
dc.description.abstract | English-medium instruction classes in higher education are increasing in countries
where English is not the first language. Though these courses offer advantages, they also offer
concerns and challenges. One of these challenges is creating a rapport between a teacher and
students who are working in a language that is not their own. Rapport is important because it has
been linked to academic performance. This study explored possible differences in rapport between
two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class
in English. The teacher, the programme, and the materials were identical in both cases; they only
differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes
were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor
Rapport scale complemented the study. The videos showed evidence of rapport-building activities
in both the Spanish and English groups. The results of the scale showed that the students in the
English group perceived a stronger rapport between the instructor and the students, than those in
the Spanish group. | en |
dc.description.abstract | Las clases de enseñanza de inglés medio en educación superior están aumentando en países donde el inglés no es el primer idioma. Aunque estos cursos ofrecen ventajas, también ofrecen preocupaciones y desafíos. Uno de estos desafíos es crear una relación entre un maestro y los estudiantes que trabajan en un idioma que no es el suyo. La relación es importante porque se ha relacionado con el rendimiento académico. Este estudio exploró las posibles diferencias en la relación entre dos grupos de estudiantes que estaban tomando una clase de Investigación en Comunicaciones en una universidad mexicana. Un grupo tomó la clase en su idioma nativo, español, y el otro tomó la clase en inglés. El maestro, el programa y los materiales fueron idénticos en ambos casos; solo diferían en el idioma de instrucción. El estudio es cualitativo en la tradición etnográfica. Se utilizaron videos de interacciones en el aula como fuente de datos, que se analizaron y codificaron. Los códigos se basaron en actividades de fomento de la relación. El registro del profesor y la escala de nueve elementos de relación estudiante-instructor complementaron el estudio. Los videos mostraron evidencia de actividades de construcción de una relación en los grupos español e inglés. Los resultados de la escala mostraron que los estudiantes en el grupo de inglés percibieron una relación más fuerte entre el instructor y los estudiantes, que los del grupo en español. | es_CO |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.relation.ispartofseries | Revista Latinoamericana de Contenido y Aprendizaje Integrado de Idiomas, 12 (2), 265-291 | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | instname:Universidad de La Sabana | es_CO |
dc.source | reponame:Repositorio Institucional de la Universidad de La Sabana | es_CO |
dc.subject.other | Teaching | eng |
dc.subject.other | English-medium instruction | eng |
dc.subject.other | Immediacy | eng |
dc.subject.other | Rapport scale | eng |
dc.subject.other | Rapport building | eng |
dc.subject.other | Enseñando | es_CO |
dc.subject.other | Instrucción de inglés medio | es_CO |
dc.subject.other | Escala de compenetración | es_CO |
dc.subject.other | Construcción de relaciones | es_CO |
dc.subject.other | Lengua española | es_CO |
dc.title | Establecimiento de una relación profesor-alumno en una clase de instrucción de inglés medio | es_CO |
dc.title.alternative | | es_CO |
dc.type | journal article | es_CO |
dc.publisher.department | Dirección de Publicaciones | es_CO |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | openAccess | |
dc.identifier.doi | 10.5294/laclil.2019.12.2.4 | |
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dc.identifier.eissn | 2322-9721 | |