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Zelmira Álvarez

Bio: Zelmira Álvarez is an academic researcher from National University of Mar del Plata. The author has contributed to research in topics: Teacher education & Functional illiteracy. The author has an hindex of 7, co-authored 15 publications receiving 94 citations.

Papers
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01 Dec 2010
TL;DR: In this paper, a seleccionado seis casos that confieren a recorridos de vida publicos and privados of profesorados of the Facultad de Humanidades de la Universidad Nacional de Mar del Plata, Argentina.
Abstract: En la investigacion cualitativa en educacion, el enfoque biografico y narrativo ha logrado su identidad propia. Siguiendo esta linea, se indaga aqui, por medio de entrevistas semi-flexibles, en las biografias de una seleccion de buenos docentes de la Facultad de Humanidades de la Universidad Nacional de Mar del Plata, Argentina. Estos fueron identificados a traves de cuestionarios semi-abiertos administrados a estudiantes avanzados de los Profesorados de esta Facultad. Del analisis de las conversaciones, se han seleccionado seis casos que confieren a sus recorridos de vida publicos y privados la acepcion de itinerarios fisicos o intelectuales. La interpretacion de los datos transforma a estos relatos en historias de vida y sugiere el entretejido de las buenas practicas con las trayectorias. Se construye asi en la educacion superior—donde la ensenanza en el aula es privada—un conocimiento local pero colegiado.

15 citations

Journal Article
TL;DR: Argentinean ESL teacher education presupposes an understanding of the past and present world role of English, and thus, the curriculum of the ESL Teacher Education Program at Universidad Nacional de Mar del Plata includes subjects dealing with historical, cultural, and social questions concerning English-cultures worldwide as discussed by the authors.
Abstract: Argentinean ESL teacher education presupposes an understanding of the past and present world role of English. Thus, the curriculum of the ESL Teacher Education Program at Universidad Nacional de Mar del Plata includes subjects dealing with historical, cultural, and social questions concerning English-cultures worldwide. This paper explains how some of these issues are addressed in activities carried out in the sophomore course Overall Communication. They involve critical and postcolonial analysis of the film Slumdog millionaire (2008) and the story "The free radio" (Rushdie, 1994). Activities aim at making student-teachers aware of their need to critically address concepts related to race, ethnicity, class, religion, education, and language to unveil the political, economic, and social issues underlying the teaching and learning of English. The choice of materials and authors also aims at listening to English-speaking voices other than those stemming from (former) imperial centers. Activities involve research and discussions of problematics such as oppression, exclusion, and illiteracy. This paper will analyze sample written productions by students working collaboratively among themselves and cooperatively with their teachers. In short, this is an experience that strives at showing how Critical Pedagogy can become a site for raising questions concerning power and EFL teaching and learning.

14 citations

Journal Article
TL;DR: In this article, a seleccion of seis entrevistas (auto)biograficas a docentes of las carreras de Filosofia, Letras and Geografia de la Facultad de Humanidades, UNMDP, reconocidos as profesores memorables by sus estudiantes.
Abstract: Este trabajo explora el impacto que han tenido los profesores memorables en las practicas de los buenos docentes. A tal fin, se trabaja con una seleccion de seis entrevistas (auto)biograficas a docentes de las carreras de Filosofia, Letras y Geografia de la Facultad de Humanidades, UNMDP, reconocidos como profesores memorables por sus estudiantes. A partir de sus relatos de vida, exploramos la influencia de los mentores en las diferentas fases de crecimiento personal e intelectual. El papel de los memorables en las practicas docentes de los entrevistados no solo ha dejado huellas permanentes en el desempeno sino que ha conformando tambien identidades profesionales.

11 citations

01 Apr 2011
TL;DR: Aguilar et al. as discussed by the authors present a case study of a buen profesorado de Ingles, describing entrecruzamientos, continuidades, and discontinuidades entre las narrativas of los alumnos sobre sus buenos docentes and las de estos ultimos, mentores, ideales.
Abstract: Este trabajo da cuenta de algunos aspectos de la labor cumplida por el Grupo GIEEC, Facultad de Humanidades, Universidad Nacional de Mar del Plata, Argentina. La linea de investigacion seguida se describe como naturalista, interpretativa, con una aproximacion biografico-narrativa. Se procede a la identificacion de los buenos docentes mediante un cuestionario a estudiantes avanzados de todos los profesorados de la Facultad, aportando las caracteristicas de las mejores clases vividas. Los docentes mas nombrados como ejemplos de buena ensenanza son entrevistados en profundidad y sus relatos interpretados a la luz de categorias teoricas que nos ayudan a repensar los fundamentos y las practicas de formacion del profesorado. Es nuestra intencion presentar aqui el caso de un buen docente del Profesorado de Ingles planteando entrecruzamientos, continuidades y discontinuidades entre las narrativas de los alumnos sobre sus buenos docentes y las de estos ultimos sobre sus trayectorias, mentores y alumnos ideales.

10 citations

01 Dec 2014
TL;DR: Porta Vazquez et al. as mentioned in this paper presented the work of Luis Gabriel and Luis Porta-Vazquez at the Consejo Nacional de Investigaciones Cientificas y Tecnicas (CICTE) of Argentina.
Abstract: Fil: Porta Vazquez, Luis Gabriel. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Centro de Investigaciones Multidisciplinarias en Educacion; Argentina

8 citations


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Book
01 Jan 1999
TL;DR: In this paper, the authors present a survey of the challenges of language-teaching in the field of history, science, technology, and social science, focusing on the role of linguistics.
Abstract: PART ONE: CLEARING THE GROUND PART TWO: HISTORICAL PERSPECTIVES PART THREE: CONCEPTS OF LANGUAGE PART FOUR: CONCEPTS OF SOCIETY PART FIVE: CONCEPTS OF LANGUAGE LEARNING PART SIX: CONCEPTS OF LANGUAGE TEACHING

1,582 citations

01 Jan 2003
TL;DR: In this paper, a poimanje jezicne svjesnosti potaknulo me na pisanje ovoga clanka, bit ce rijec o tome kada i kako, tj.
Abstract: Premda se u stranim didaktikama o jezicnoj svjesnosti (language awareness, Sprachbewusstheit) govori vec desetljecima, a posebno intenzivno od pocetka 1990-ih godina, cini se kako kod nas ta tema u svojem pojmovnom i konceptualnom obliku tek treba saživjeti u teoriji i praksi nastave (stranih) jezika. Potvrdu toga nasli smo u odgovorima nastavnika iz upitnika koji smo sastavili kako bismo dobili preliminaran uvid u to kako nasi nastavnici spoznaju pojam i koncept/koncepte jezicne svjesnosti. Velika vecina ispitanih nastavnika jezicnu svjesnost shvaca u njezinu najužem obliku, kao svjesnost o morfo-sintaktickim jezicnim oblicima, te u tom smislu vide i nacin primjene koncepta jezicne svjesnosti. Takvo usko poimanje jezicne svjesnosti potaknulo me na pisanje ovoga clanka. U prvom dijelu clanka bit ce rijec o tome kada i kako, tj. u kojem kontekstu je nastao pojam jezicne svjesnosti, a pokusat cu ga i definirati. U drugom se dijelu navode neke vrste jezicne svjesnosti, a u trecem ce se predstaviti jezicna svjesnost kao metodologija, tj. ciljevi i nacini razvoja jezicne svjesnosti u nastavi stranog jezika.

150 citations

Journal ArticleDOI
TL;DR: A review article on race and language teaching as discussed by the authors highlights an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners' lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery.
Abstract: In this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners’ lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflects a recent increase in scope and range of studies that problematize the workings of race and racism in language teaching and point to hopeful solutions for addressing effects of racial inequities. We conceptualize two key terms, ‘race’ and ‘language,’ then overview theories that appeared most significant in the research literature. We explore five interconnected themes that featured prominently throughout the existing literature on race and language teaching: standard language ideology and racial hegemony, the idealized and racialized native speaker, racial hierarchies of languages and language speakers, racialization and teacher identity, and race-centered approaches to pedagogies and educational practices. We offer a critical analysis of the current status of scholarship on race and language teaching, including gaps and necessary reframing, and conclude with implications for future directions and questions arising from the work.

65 citations

Journal ArticleDOI
TL;DR: In this paper, the authors propose a model of teaching critical thinking skills focused on the reader's response to a literary work, which is illustrated through a series of activities based on the poem "If" by Rudyard Kipling.
Abstract: Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

43 citations

Journal ArticleDOI
TL;DR: For instance, in this article, the authors discuss the importance of PREÁMBULO and InTRODUCCIÓN in the context of cyberbullying.
Abstract: ..................................................................................................................................................................................8 PREÁMBULO .............................................................................................................................................................................9 INTRODUCCIÓN ............................................................................................................................................................... 11

16 citations