Teachers Views on English Language Literacy and Pedagogy
Dr. José I. Lobo Jr..
Paulo Freire contrasts the traditional view of literacy as banking, where knowledge is deposited in a person, with one of literacy as empowerment, as a right, as something that people do, a process, rather than a thing (Freire, as cited in Barton, 1996).
This experimental qualitative study investigates the academic interests of university language teachers. Thus the main two questions asked were: first, what do university English language instructors feel attracted to in regards to language teaching and language literacy? Second, what is the impact of this study on classroom research?
To obtain answers to the above question I used surveys, interviews and pedagogical instruments designed by university English language instructors.
Answers to the above questions may shed light on issues of personal and academic innovation, and problem resolution. Pedagogical implications and recommendations for further research are included.
Dr. José I. Lobo Jr. (Colombia)
Deapartment of Languages Faculty of Education
Universidad Tecnológica de Bolívar
José Lobo has an MA in Intercultural Communication with emphasis in American Culture from the University of Maryland . He obtained a Doctorate in Education and Literacy in Second Language from the University of Cincinnati in April 2002. Dr. Lobo has been a teacher at the Wolverhampton Polytechnic ( England ), University of Maryland (USA), University of Cincinnati (USA), Universidad del Norte, and Universidad del Atlántico.
He has published articles in the Proceedings: "Impacting the Dialogue," of the Spring Research Conference of the University of Cincinnati , Northern Kentucky University and University of Kentucky. He has also presented at AERA (American Educational Research Association) in New Orleans ( Louisiana ), at TESOL International in Saint Louis ( Missouri), and at the Spring Research Conference in Northern Kentucky University
( Covington , Kentucky ).
(Virtual Presentation, English)