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      Community based pedagogy as an eye-opening for pre-service teachers’ initial connections with the school curriculum Translated title: Pedagogía basada en la comunidad como una revelación para las conexiones iniciales de los profesores con el currículo escolar

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          Abstract

          Abstract Today more than ever it is critical to guide future teachers in the direction of understanding how people participate and constitute social reality as a seedbed to create more significant language currículums that respond to school students’ needs and empower them to act more critically in their worlds. This article discusses the way pre-service teachers started to become aware of the need to establish relationships between community resources (linguistic, social, and cultural) and their role as individuals and teachers to enact critical pedagogy. This qualitative exploration was developed with three different groups of students in an English undergraduate program in a public university. Data were gathered by means of community mapping reports (Kreztmann & Mckinght, 1993) and presentations, students’ insights into community based pedagogy in teacher education (Schecter, Solomon, & Kittmer, 2003), and pedagogical projects designed and carried out in the schools where they did the teaching practicum. The outcomes of this study brought to light how pre-service began making connections between the principles of community based pedagogy and the language curriculum in the schools. Findings demonstrate the way they encouraged their students to explore their communities from different perspectives and promoted students’ role of inquirers of themselves and their contexts.

          Translated abstract

          Resumen Hoy más que nunca es fundamental guiar a los futuros docentes en la comprensión de cómo las personas participan y constituyen la realidad social como semillero para crear currículos de lenguaje más significativos que respondan a las necesidades de los estudiantes y los empoderen para actuar de manera más crítica en los mundos que están inmersos. Este artículo muestra la forma en la que los docentes en formación comenzaron a tomar conciencia de la necesidad de establecer relaciones entre los recursos de la comunidad (lingüísticos, sociales y culturales) y su papel como individuos y docentes para implementar una pedagogía crítica. Esta exploración cualitativa se desarrolló con tres diferentes grupos de estudiantes de un programa de pregrado en inglés de una universidad pública. Los datos fueron recopilados por medio de informes de mapeo comunitario (Kreztmann y Mckinght, 1993) y presentaciones, perspectivas de los estudiantes sobre la pedagogía basada en la comunidad en la formación docente (Schecter, Solomon y Kittmer, 2003) y proyectos pedagógicos diseñados y llevados a cabo en las escuelas donde hicieron la práctica de enseñanza. Los resultados de este estudio revelaron cómo los estudiantes-docentes comienzan a establecer conexiones entre los principios de la comunidad y el plan de estudios de idiomas en los colegios. Los vínculos iniciales muestran la forma en que motivaron a sus estudiantes a explorar sus comunidades desde diferentes perspectivas y promovieron el papel de exploradores de sus propios contextos.en los estudiantes.

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          Most cited references 10

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          Fostering EFL learners' literacies through local inquiry in a multimodal experience

          Addressing students’ social reality through the exploration of community inquiries in the English language class can create learning environments for developing students’ language and literacies. This paper addresses the ways in which community inquiries create opportunities for students to explore social and cultural issues in their neighborhoods using multimodality. It discusses the role community inquiries play in the development of literacy practices of a group of 10th graders in their EFL class. This descriptive qualitative project carried out at a public institution in the south of Bogotá, Colombia involved 40 participants. The goal of the project was to transform the way students relate to the community in order to create local knowledge. Data was collected through videotape recordings of students’ presentations, teacher’s journal, students’ interactions on Facebook, and students’ blogs over a two-year period. The findings reveal that teachers and students enacted a critical pedagogy through an inquiry curriculum that explored community issues and allowed participants to become inquirers of their own realities. Students’ language learning was evident in multimodal texts in English in their blogs, in the use of EFL in their oral presentations, and in their comments in response to peers on Facebook and their blogs.
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            COMMUNITY-BASED PEDAGOGIES AND LITERACIES IN LANGUAGE TEACHER EDUCATION: PROMISING BEGINNINGS, INTRIGUING CHALLENGES

             Judy Sharkey (2012)
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              The language curriculum: A social contextual perspective.

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                Author and article information

                Affiliations
                Ibagué Tolima orgnameUniversidad del Tolima Colombia slastra.ramirez@ 123456gmail.com
                Ibagué Tolima orgnameUniversidad del Tolima Colombia dacosta@ 123456ut.edu.co
                Ibagué Tolima orgnameUniversidad del Tolima Colombia ncduran@ 123456ut.edu.co
                Contributors
                Role: ND
                Role: ND
                Role: ND
                Journal
                calj
                Colombian Applied Linguistics Journal
                Colomb. Appl. Linguist. J.
                Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia (Bogotá, Distrito Capital, Colombia )
                0123-4641
                December 2018
                : 20
                : 2
                : 209-229
                S0123-46412018000200209 10.14483/22487085.13047

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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                Figures: 0, Tables: 0, Equations: 0, References: 21, Pages: 21
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                Product Information: SciELO Colombia
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                Research articles

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