Academic literature on the topic 'Ingrid Gogolin'

Ofrecemos a continuación la traducción de un breve texto que Ingrid Gogolin, reconocida especialista en educación intercultural de la Universidad de Hamburgo (Alemania), preparó para conceptualizar y distinguir los diferentes niveles de competencias reflexivas que desarrollamos al enfrentarnos a la diversidad cultural, étnica y/o lingüística. Resulta sumamente útil la distinción de estos siete niveles de creciente complejidad y reflexividad, dado que éstos pueden ser operacionalizados para la investigación educativa no sólo en el contexto alemán.AbstractThe following translation is a short text that Ingrid Gogolin, recognized specialist in intercultural education from the University of Hamburg (Germany), prepared to conceptualize and discern the different levels of reflective skills we develop when dealing with cultural, ethnic and/or linguistic diversity. The distinction of these seven levels of increasing complexity and reflexivity is extremely useful, as they may be operated for educational research, not only in the German context.Recibido: 16 de agosto de 2010 Aceptado: 20 de septiembre de 2010

A pesar de los críticos problemas de institucionalización, continuidad, formación de posgrado y sobre todo de financiación que padece desde hace tiempo, la investigación educativa mexicana goza de buena salud. Como demuestran los estados de conocimiento que publica cada década el Consejo Mexicano de Investigación Educativa (COMIE), y cuya edición más actual se está preparando a lo largo de este año 2011, son cada vez más sólidos y “maduros” los estudios empíricos, cuantitativos tanto como cualitativos, que se generan acerca de la realidad educativa de nuestro país, sea a nivel local, regional o nacional.Desde nuestra revista, y ya entrando en el décimo segundo número publicado, estamos aportando nuestro “granito de arena” a esta profundización del conocimiento tanto empírico como teórico, tanto analítico como propositivo acerca de la realidad educativa mexicana. El presente número se caracteriza en este sentido por una amplia gama de temáticas altamente relevantes para la investigación educativa, estudiadas desde miradas diacrónicas en algún caso, diacrónicas en otro, recurriendo a enfoques y métodos cuantitativos al igual que cualitativos.En el primer artículo de la Sección de Investigación, “Exclusión, asimilación, integración, pluralismo cultural y “modernización” en el sistema educativo mexicano: un acercamiento histórico a las escuelas de educación pública para indígenas”, Yolanda Jiménez Naranjo proporciona un análisis histórico-antropológico a los diferentes y consecutivos modelos educativos que han predominado en la así llamada educación indígena a lo largo del siglo XX. La densidad del análisis diacrónico de los modelos que subyacían a estas políticas educativas se complementa con una muy contemporánea problematización de la “modernización educativa” y de sus retos en relación con la diversidad y heterogeneidad cultural de México.Pasando de un nivel más macro-histórico a otro más micro-escolar, en segundo lugar Gabriela Naranjo Flores y Antonia Candela Martín nos proporcionan con “La construcción social y local del espacio áulico en un grupo de escuela primaria” un estudio etnográfico intra-escolar de una escuela primaria en la Ciudad de México. Su análisis sincrónico se centra en la construcción social y la significación del espacio áulico por parte de los maestros y alumnos de dicha escuela.Nuevamente optando por el método etnográfico, pero aplicándolo ahora al nivel de educación media superior, Olga Grijalva Martínez proporciona en “La diversión y el trabajo académico como fuentes de las identificaciones de los jóvenes en sus grupos de pares” un análisis detallado de los comportamientos y las actitudes de jóvenes preparatorianos en torno a sus relaciones entre pares en su vida de “ocio” tanto como en su quehacer académico. Este trabajo nos ayuda a descifrar con mayor esmero los procesos contemporáneos de la configuración de las identidades juveniles y estudiantiles.Estas investigaciones cualitativas son complementadas, por último, por un trabajo de índole cuantitativa. En “Propiedades psicométricas de un instrumento para medir la disposición hacia el estudio”, Pedro Antonio Sánchez Escobedo, Ángel Alberto Valdés Cuervo, Mónica Gantús Sansores y Javier Vales García ofrecen un análisis de validez de un instrumento psicométrico desarrollado para medir la disposición que estudiantes de educación secundaria muestran hacia el estudio, su motivación, su compromiso, su autorregulación y su adaptación a los requerimientos académicos de la escuela.En la Sección Crítica y Opinión, por su parte, contamos con dos ensayes que plantean problemáticas igualmente relevantes para la investigación educativa. En “Factores que afectan el desempeño académico de los estudiantes de nivel superior en Rioverde, San Luis Potosí, México”, Juan Manuel Izar Landeta, Carmen Berenice Ynzunza Cortés y Héctor López Gama reportan hallazgos de una encuesta que les permitió identificar en jóvenes bachilleres asociaciones estadísticamente relevantes entre su rendimiento académico, su nivel socioeconómico, su orientación vocacional, el nivel educativo de sus padres, sus visiones de futuro así como su respectivo género.En segundo lugar, en “Un cambio de paradigma educativo para crear conciencia ambiental”, Scheherezada López Betanzos y José Antonio Santiago Lastra reivindican la necesidad de revalorar los saberes ancestrales en torno al medio ambiente como punto de partida para fomentar una conciencia ambiental duradera, fruto de una estrategia educativa constructivista y un diálogo de saberes.Por último, en la Sección Práctica aportamos la traducción de un breve texto de Ingrid Gogolin. En “Niveles de Capacidades en Educación Intercultural”, la autora propone conceptualizar y distinguir los diferentes niveles de competencias reflexivas que desarrollamos al enfrentarnos a la diversidad cultural, étnica y/o lingüística, distinguiendo para ello siete niveles de creciente complejidad y reflexividad.Como podrán apreciar nuestras lectoras y lectores, este volumen de la CPUe. Revista de Investigación Educativa ofrece un amplio y polifacético panorama de diferentes enfoques conceptuales, metodologías, niveles escolares y actores educativos que en su conjunto contribuyen a afianzar la investigación educativa mexicana.Para concluir, cabe una vez más señalar esa gran paradoja detectada por Don Pablo Latapí: la coincidencia en este país de una tradición académica de excelencia cada vez más comprobable en investigación educativa, por un lado, y la persistencia de fallos, abismos de desigualdades y problemas estructurales −no sólo coyunturales− en el sistema educativo mexicano, por otro lado. Por muy cuestionables y sesgadas que pueda ser el macro-instrumentario de la prueba internacional PISA, los resultados nacionales de esta prueba demuestran longitudinal y reiteradamente las escasas mejoras que obtienen nuestros estudiantes en el desempeño escolar en lectura, en ciencias y en matemáticas.En palabras del Instituto Nacional para la Evaluación de la Educación, “los resultados alcanzados por México en PISA 2009 revelan que aún hay mucho por hacer para asegurar que nuestros jóvenes sean capaces de analizar, razonar y comunicarse de manera satisfactoria al plantear, resolver e interpretar problemas en diversas situaciones del mundo real (INEE 2011: 187). Desde la investigación educativa, y con los resultados de nuestras investigaciones en mano, resulta por tanto prioritario seguir “poniendo el dedo en la llaga” de los sesgos estructurales, de las desigualdades escolares y de los desafíos políticas que limitan una reforma integral, duradera y efectiva del sistema educativo mexicano.

This study is an investigation of the contribution of second language learning experience to the professional knowledge and beliefs of teachers of ESL to adults. The literature reveals that very little has been written about the language background of the ESL teacher who teaches English through English to adult immigrants. The thesis proposes an explanation for this based on the historical development of the profession, and argues that despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in Australia. The research study is not a consideration of the merits of bilingual teaching versus monolingual teaching in English-only. Instead, it seeks to understand whether teachers who do have another language draw on it in ways relevant to the teaching of English, and to suggest reasons why teachers' languages are disregarded in the profession. In doing so, the thesis draws on key bodies of literature in bilingualism, second language acquisition, teacher cognition and critical studies in an attempt to provide a framework for considering the research questions. The study employed a qualitative, interpretive research design involving semi-structured interviews and the taking of detailed language biographies from a total of thirty-one practising teachers of ESL. Language biographies were analysed and categorised along several parameters, and the major distinctions made were between circumstantial bilinguals, elective bilinguals and monolinguals. Three key themes emerged: teachers' beliefs about learning a second language, the contribution made by teachers' language learning experience to their reported beliefs and practices, and teachers' beliefs about the role of the first language in second language learning. Bilingual teachers, both circumstantial and elective, appeared to have more realistic and optimistic beliefs about the nature of language learning than did monolingual teachers. Bilingual teachers appeared to see language learning as challenging but achievable. They recognised the dynamic nature of learning as incorporating progress, stagnation, attrition and re-learning. Monolingual teachers tended to see second language learning as almost impossible, and fraught with the potential for loss of self-esteem. Both groups talked about their own language learning as a private undertaking unrelated in any public way to their professional lives. The contribution made by language learning background fell into two groupings: of insights about language and language use, and about language learning and language teaching. Four key aspects of the former were insights about language in general deriving from knowledge of more than one; insights from contrasting LOTE and English; insights about the language-using experiences of bilinguals and biculturals, and insights about the possibilities of LOTE as a pedagogical tool in the ESL class. The second grouping included insights into learning strategies; insights about the affective aspects of being a language learner; knowledge of different teaching approaches from experience, and insights from different teaching contexts made possible by bilingualism. Overall the broader and richer the language background, the more sophisticated and developed were the insights which appeared to be relevant to teaching ESL. The third data chapter analysed teachers' expressed beliefs about the role of learners' first language(s) (L1) in the ESL class. Here little difference was found between bilingual and monolingual teachers, but overall L1 was characterised as an undesirable element in the ESL class. Teachers' discourse regarding L1 was analysed and found to be heavily characterised by negative and pejorative terms. This finding, combined with the teachers' generally weakly-articulated rationales for the exclusion of L1, led to the conclusion that beliefs and practices regarding L1 are a consequence of the monolingual focus of the ESL profession. The findings of the study in general are that ESL teachers draw on any language learning experience as a resource in teaching, and 'experiential knowledge' seems to be readily available to them in the ways they represent their own knowledge and beliefs in talk. It appears to be important in informing and shaping their conceptions of their practice as language teachers. There are differences between bilingual and monolingual teachers in that the former have much richer resources on which to draw. There are added insights which come from circumstantial or elective bilingual experience, from being a non-native English speaker, and from formal and informal learning experience. In general, the more and varied the language learning experience, the deeper and more sophisticated the resource it is to draw on in teaching. It is argued that the teaching of ESL is constructed as "the teaching of English" rather than as "the teaching of a second language", meaning that the 'experiential knowledge' (Wallace 1991) of bilingual teachers is unvalued. It appears to be accepted and unquestioned that a monolingual teacher can teach a learner to be bilingual. These propositions are discussed in the light of the writings of critical theorists to give a wider perspective on the monolingual discourse of the ESL profession. Bourdieu's notion of 'habitus' as strategic practice which is structured by a sociocultural environment (Bourdieu 1977a) is the basis for Gogolin's (1994) idea of a 'monolingual habitus' in education. Their work, and that of Skutnabb-Kangas (2000a) who refers to 'monolingual reductionism', suggest a social, political and discursal explanation for the invisibility of teachers' languages in the ESL profession. It is suggested that teacher language learning background should become a legitimate topic for discussion and further research.

This study is an investigation of the contribution of second language learning experience to the professional knowledge and beliefs of teachers of ESL to adults. The literature reveals that very little has been written about the language background of the ESL teacher who teaches English through English to adult immigrants. The thesis proposes an explanation for this based on the historical development of the profession, and argues that despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in Australia. The research study is not a consideration of the merits of bilingual teaching versus monolingual teaching in English-only. Instead, it seeks to understand whether teachers who do have another language draw on it in ways relevant to the teaching of English, and to suggest reasons why teachers' languages are disregarded in the profession. In doing so, the thesis draws on key bodies of literature in bilingualism, second language acquisition, teacher cognition and critical studies in an attempt to provide a framework for considering the research questions. The study employed a qualitative, interpretive research design involving semi-structured interviews and the taking of detailed language biographies from a total of thirty-one practising teachers of ESL. Language biographies were analysed and categorised along several parameters, and the major distinctions made were between circumstantial bilinguals, elective bilinguals and monolinguals. Three key themes emerged: teachers' beliefs about learning a second language, the contribution made by teachers' language learning experience to their reported beliefs and practices, and teachers' beliefs about the role of the first language in second language learning. Bilingual teachers, both circumstantial and elective, appeared to have more realistic and optimistic beliefs about the nature of language learning than did monolingual teachers. Bilingual teachers appeared to see language learning as challenging but achievable. They recognised the dynamic nature of learning as incorporating progress, stagnation, attrition and re-learning. Monolingual teachers tended to see second language learning as almost impossible, and fraught with the potential for loss of self-esteem. Both groups talked about their own language learning as a private undertaking unrelated in any public way to their professional lives. The contribution made by language learning background fell into two groupings: of insights about language and language use, and about language learning and language teaching. Four key aspects of the former were insights about language in general deriving from knowledge of more than one; insights from contrasting LOTE and English; insights about the language-using experiences of bilinguals and biculturals, and insights about the possibilities of LOTE as a pedagogical tool in the ESL class. The second grouping included insights into learning strategies; insights about the affective aspects of being a language learner; knowledge of different teaching approaches from experience, and insights from different teaching contexts made possible by bilingualism. Overall the broader and richer the language background, the more sophisticated and developed were the insights which appeared to be relevant to teaching ESL. The third data chapter analysed teachers' expressed beliefs about the role of learners' first language(s) (L1) in the ESL class. Here little difference was found between bilingual and monolingual teachers, but overall L1 was characterised as an undesirable element in the ESL class. Teachers' discourse regarding L1 was analysed and found to be heavily characterised by negative and pejorative terms. This finding, combined with the teachers' generally weakly-articulated rationales for the exclusion of L1, led to the conclusion that beliefs and practices regarding L1 are a consequence of the monolingual focus of the ESL profession. The findings of the study in general are that ESL teachers draw on any language learning experience as a resource in teaching, and 'experiential knowledge' seems to be readily available to them in the ways they represent their own knowledge and beliefs in talk. It appears to be important in informing and shaping their conceptions of their practice as language teachers. There are differences between bilingual and monolingual teachers in that the former have much richer resources on which to draw. There are added insights which come from circumstantial or elective bilingual experience, from being a non-native English speaker, and from formal and informal learning experience. In general, the more and varied the language learning experience, the deeper and more sophisticated the resource it is to draw on in teaching. It is argued that the teaching of ESL is constructed as "the teaching of English" rather than as "the teaching of a second language", meaning that the 'experiential knowledge' (Wallace 1991) of bilingual teachers is unvalued. It appears to be accepted and unquestioned that a monolingual teacher can teach a learner to be bilingual. These propositions are discussed in the light of the writings of critical theorists to give a wider perspective on the monolingual discourse of the ESL profession. Bourdieu's notion of 'habitus' as strategic practice which is structured by a sociocultural environment (Bourdieu 1977a) is the basis for Gogolin's (1994) idea of a 'monolingual habitus' in education. Their work, and that of Skutnabb-Kangas (2000a) who refers to 'monolingual reductionism', suggest a social, political and discursal explanation for the invisibility of teachers' languages in the ESL profession. It is suggested that teacher language learning background should become a legitimate topic for discussion and further research.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
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