Instantiation of complexity of students and teachers' learnings in an EFL classroom
Keywords:
students' learning, teachers' learning, complexity, principles of complex systems, ethnographic case study, EFLAbstract
This article reports on some of the results of a study whose objective was to interpret students' and teachers' learning as it emerged out of the interactions generated in and beyond the context of their EFL class in a state school in Barranquilla, Colombia. In this study I use principles of complex systems (MORIN, 1994) to make sense of the learning systems of students and teachers in an EFL class in Barranquilla, Colombia. The data for this ethnographic case-study include classroom observations, interviews, learning journals and documents (students' notebooks, worksheets, quizzes, and syllabus). A qualitative software program (Atlas.ti 6.0) was used to process data. Results from this study contribute to understand learning as a complex system by approaching students' learning from a complex perspective recursively connected to teachers' learning.
Downloads
References
BRAINE, G. Nonnative speaker English teachers: Research, pedagogy, and professional growth. New York; London: Routledge, 2010. 112 p.
CHRISTIE, F. Classroom discourse analysis: A Functional perspective. London; New York: Continuum, 2002. 208 p.
COLVIN, G. Talent Is Overrated: What Really Separates World-Class Performers From Everybody Else. New York: Portfolio, 2008.
COUNCIL OF EUROPE. Common European framework of reference for languages, Cambridge: Cambridge University Press, 2001. 260 p.
DAVIS, B. Inventions of Teaching: A Genealogy. Mahwah: Lawrence Erlbaum Ass, 2004. 257 p.
DAVIS, B.; SUMARA, D. Fitting teacher education in/to/for an increasingly complex world. Complicity: An International Journal of Complexity and Education v. 9, n. 1, p. 30-40, 2012.
DENZIN, N. K.; LINCOLN, Y.S. (Ed.). Collecting and interpreting qualitative materials Thousand Oaks, CA: Sage Publications, 2008. 702 p.
DEVEREUX, G. From anxiety to method in the Behavioral Sciences The Hague: Mouton, 1967.
DWECK, C. Mindset: the new psychology of success. New York: Ballantine, 2007.
FASSE, B.; KOLODNER, J. Evaluating Classroom Practices Using Qualitative Research Methods: Defining and Refining the Process. In: FOURTH INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES, 4. Proceedings. Eds. B. Fishman and S. O'Connor-Divelbiss. Mahwah, NJ: Erlbaum. 2000. p. 193-198.
FERYOK, A. Language teacher cognitions: Complex dynamic systems? System, v. 38, p. 272-279, 2010.
FRANSELLA, F.; THOMAS, L. Experimenting with personal construct psychology London: Routledge and Kegan-Paul, 1988.
FROST, R. Mountain Interval New York: Henry Holt and Company, 1920-1999; from. Available at: . Retrieved April 14 2012.
GAO, X. Strategic language learning: the Roles of agency and context. Bristol: Multilingual Matters, 2010.
GIBSON, J. J. The Ecological approach to visual perception Hillsdale, New Jersey: Lawrence Erlbaum, 1986.
GÓMEZ, R.; JIMÉNEZ, J. De los principios del pensamiento complejo. In: VELILLA, M. (Comp.) Manual de iniciación pedagógica al Pensamiento complejo Corporación para el desarrollo, COMPLEXUS. ICFES, UNESCO, 2002.
GUANGLU, Z. On the recursion between teaching and learning. Complicity: An International Journal of Complexity and Education, v. 9, n. 1, p. 90-97, 2012.
JOHNSON, K. Second language teacher education: A Sociocultural perspective. New York; Oxon: Routledge, 2009.
JÖRG, T. Thinking in complexity about learning and education: A programmatic view. Complicity: An International Journal of Complexity and Education, v. 6, n. 1, p. 1-22, 2009.
KINCHELOE J. L. Toward a critical politics of teacher thinking: Mapping the postmodern. South Hadley, MA: Bergin & Garvey Publishers, Inc, 1993.
KRASHEN, S. D. The input hypothesis: issues and implications. London; New York: Longman, 1985.
KUMARAVADIVELU, B. Beyond methods: Macrostrategies for Language Teaching. New Haven; London: Yale University Press, 2003.
KUMARAVADIVELU, B. Understanding language teaching: From method to postmethod. Mahwah; New Jersey: Lawrence Erlbaum Associates, Inc., Publishers, 2006.
LARSEN-FREEMAN, D.; CAMERON, L. Complex systems and applied linguistics Oxford: Oxford University Press, 2008b.
LARSEN-FREEMAN, D.; CAMERON, L. Research methodology on language development from a complex systems perspective. Modern Language Journal, v. 92, p. 200-213, 2008a.
LOCKE, L., SPIRDUSO, W.; SILVERMAN, S. Proposals that work: A guide for planning dissertations and grant proposals. 4. ed. Thousand Oaks, CA: Sage, 2000.
LORTIE, D. Schoolteacher: A Sociological Study. 2. ed. Chicago: University of Chicago Press, 1975.
MACHADO, A. Proverbios y cantares (XXIX): En Campos de Castilla, 1912-2012. Available at: <http://www.rinconcastellano.com/sigloxx/amachado.html>. Retrieved January 28, 2013.
MARKEE, N. Zones of interactional transition in ESL classes. The Modern Language Journal, v. 88, p. 583-596, 2004.
MARSHALL, C.; ROSSMAN, G. Designing qualitative research Thousand Oaks, California: Sage, 2006.
MENEZES, V. Affordances beyond the classroom. In: BENSON, P.; REINDERS, H. (Eds.). Beyond the language classroom: The theory and practice of informal language learning and teaching. Basingstoke: Palgrave Macmillan, 2011. p. 59-71. Available at: <http://www.veramenezes.com/publicacoes.html>. Retrieved April 14 2012.
MENEZES, V. Second language acquisition: from main theories to complexity (reelaboração do trabalho apresentado no congresso da AILA 2008), 2009. Available at: <http://www.veramenezes.com/publicacoes.html>. Retrieved April 14, 2012.
MORIN, E. Method: Toward a study of humankind (v. 1: the Nature of Nature). New York: Peter Lang, 1977/1992.
MORIN, E. El conocimiento del conocimiento Madrid: Cátedra, 1988.
MORIN, E.; J.-L. LE MOIGNE. L'intelligence de la complexité Paris: L' Harmattan, 1999.
MORIN, E. Introducción al pensamiento complejo Barcelona, España: Gedisa, 1994.
MUHR, T.; FRIESE, S. A user's guide to ATLAS.ti 5.0. 2. ed. Berlin: Scientific Software Development, 2004.
RUBIO, J. Interpretar la comunicación Bogotá: Ed. Significantes de Papel, 1992.
SWALES, J. M. Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press, 1990.
VAN LIER, L. Ecological-semiotic perspectives on educational linguistics. In: B. SPOLSKY.; F. M. HULT (Eds.). The Handbook of Educational Linguistics Malden, MA: Blackwell, 2008, p. 596-605.
VAN LIER, L. From input to affordance: Social-interactive learning from an ecological perspective. In: J. LANTOLF (Ed.). Sociocultural Theory and Second Language Learning Oxford: Oxford University Press, 2000. p. 245-259.
VAN LIER, L. The ecology and semiotics of language learning: a sociocultural perspective. Boston: Kluwer Academic, 2004.
YIN, R. Case study research: Design and methods. 4. ed. Thousand Oaks, CA: SAGE Publications, 2003.
Downloads
Published
Issue
Section
License
Copyright (c) 2013 Nayibe Rosado
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autores de artigos publicados pela RBLA mantêm os direitos autorais de seus trabalhos, licenciando-os sob a licença Creative Commons BY Attribution 4.0, que permite que os artigos sejam reutilizados e distribuídos sem restrição, desde que o trabalho original seja corretamente citado.
