Academic Tutoring in Foreign Languages: Expectations and Reality

Authors

  • María Claudia Nieto-Cruz Author Universidad Nacional de Colombia
  • Ligia Cortés-Cárdenas Author Universidad Nacional de Colombia
  • Melba Libia Cárdenas-Beltrán Author Universidad Nacional de Colombia

Keywords:

Tutoring, teacher qualifications, foreign languages, tutor class, education. (Source, UNESCO Thesaurus).

Abstract

The objective of this study is to describe how teachers and undergraduate students at the Universidad Nacional de Colombia who are studying philology and languages, with a major in English, French or German, perceive the role of tutoring in the development of foreign language skills is explored through surveys and focus-group interviews used in an exploratory case study. The results indicate most teachers have served as tutors and have done so intuitively, with no institutional model. Students prefer face-to-face tutoring as a form of support that is necessary, but not obligatory. In all, the participants agree on a "perception of progress" as being essential in learning a foreign language.

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Author Biographies

María Claudia Nieto-Cruz, Universidad Nacional de Colombia

Magíster en English for Specific Purposes (Inglés con propósitos específicos) de la Universidad de Warwick, Inglaterra. Docente Departamento de Lenguas Extranjeras de la Universidad Nacional, Sede Bogotá. Co-investigadora de los grupos de investigación Lenguas Extranjeras (LEXI) e Investigación y Profesores de Inglés como Lengua Extranjeras (PROFILE)

Ligia Cortés-Cárdenas, Universidad Nacional de Colombia

Magíster en didáctica del francés y DEA en Estudios Ibéricos e Iberoamericanso, Universidad de Burdeos III, Francia. Profesora asistente del Departamento de Lenguas Extranjeras de la Universidad Nacional de Colombia, Sede Bogotá y coordinadora del grupo de investigación Lexi.

Melba Libia Cárdenas-Beltrán, Universidad Nacional de Colombia

Magíster en TESOL (Universidad de Edimburgo, Escocia), cursa estudios de doctorado en educación (Universidad de Zaragoza, España), como becaria de la Fundación Carolina. Es profesora asociada del Departamento de Lenguas Extranjeras de la Universidad Nacional y miembro de los grupos de investigación PROFILE y LEXI.

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Published

2014-01-20

How to Cite

Nieto-Cruz, M. C., Cortés-Cárdenas, L., & Cárdenas-Beltrán, M. L. (2014). Academic Tutoring in Foreign Languages: Expectations and Reality. Educación Y Educadores, 16(3). Retrieved from https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/3246

Issue

Vol. 16 No. 3 (2013)

Section

University pedagogy

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