Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis*
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| Format: | Artículo científico |
| Language: | en |
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Universidad de Antioquia
2022
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| _version_ | 1876476656072261632 |
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| author | Paula Andrea García-Montes |
| author_facet | Paula Andrea García-Montes |
| contents | Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis* Paula Andrea García-Montes Juan Sebastián Martínez Andrés Romero Lengua y Literatura pre EFL contradictions Activity theory service teachers Teaching reforms, methods for teaching EFL and institutional requirements present a significant number of contradictions in the activity system of EFL preservice teachers (PST). As novice practitioners, EFL PST are exposed to these contradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an EFL PST, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (DLP) in her planning as a result of her interaction with the activity theory (AT) elements. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the PST and a group of 35 students in 10th grade. Class observations and semi-structured interviews with the PST revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strategies but also on how much they have acquired transferable skills for transforming their contexts. 2022 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255073744006 https://www.redalyc.org/journal/2550/255073744006/ https://www.redalyc.org/journal/2550/255073744006/html/ https://www.redalyc.org/journal/2550/255073744006/255073744006.epub https://www.redalyc.org/journal/2550/255073744006/movil 10.17533/udea.ikala.v27n1a06 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.1 Vol.27 |
| format | Artículo científico |
| id | redalyc_255073744006 |
| institution | Redalyc |
| language | en |
| publishDate | 2022 |
| publisher | Universidad de Antioquia |
| spellingShingle | Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis* Paula Andrea García-Montes Lengua y Literatura pre EFL contradictions Activity theory service teachers Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis* Paula Andrea García-Montes Juan Sebastián Martínez Andrés Romero Lengua y Literatura pre EFL contradictions Activity theory service teachers Teaching reforms, methods for teaching EFL and institutional requirements present a significant number of contradictions in the activity system of EFL preservice teachers (PST). As novice practitioners, EFL PST are exposed to these contradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an EFL PST, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (DLP) in her planning as a result of her interaction with the activity theory (AT) elements. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the PST and a group of 35 students in 10th grade. Class observations and semi-structured interviews with the PST revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strategies but also on how much they have acquired transferable skills for transforming their contexts. 2022 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255073744006 https://www.redalyc.org/journal/2550/255073744006/ https://www.redalyc.org/journal/2550/255073744006/html/ https://www.redalyc.org/journal/2550/255073744006/255073744006.epub https://www.redalyc.org/journal/2550/255073744006/movil 10.17533/udea.ikala.v27n1a06 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.1 Vol.27 |
| title | Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis* |
| topic | Lengua y Literatura pre EFL contradictions Activity theory service teachers |
| url | https://www.redalyc.org/articulo.oa?id=255073744006 https://www.redalyc.org/journal/2550/255073744006/ https://www.redalyc.org/journal/2550/255073744006/html/ https://www.redalyc.org/journal/2550/255073744006/255073744006.epub https://www.redalyc.org/journal/2550/255073744006/movil |