HOW Journal https://www.howjournalcolombia.org/index.php/how <p><em>HOW Journal</em>&nbsp;is a biannual publication by and for teachers of English who wish to share outcomes of educational and research experiences intended to add understanding to English language teaching practices (ELT). Therefore, the journal falls within the field of education and, specifically, the teaching and learning of English as a second or foreign language (ESL, EFL).</p> <p><em>HOW Journal&nbsp;</em>is an academic publication led by ASOCOPI, the Colombian Association of Teachers of English. The journal is indexed in&nbsp;the Education Resources Information Center (ERIC), Latindex, Redalyc, SciELO Colombia, and Publindex-Colciencias, classified in&nbsp;<strong>category C</strong>.</p> <p>It&nbsp;is also registered with Citas Latinoamericanas en Ciencias Sociales y Humanidades (CLASE), Dialnet, the Directory of Open Access Journals (DOAJ), EBSCO, Educational Research Abstracts (ERA), Emerging Sources Citation Index (Clarivate Analytics), InfoTrac GALE Cengage Learning Informe Académico, and the MLA International Bibliography.</p> <h3>Our Purpose</h3> <p>Our journal’s main objective is to maintain communication among English teachers both in Colombia and abroad by offering opportunities for the dissemination of knowledge resulting from educational and research practices that concern English language teaching issues.</p> <h3>Deadline for submissions</h3> <p>The deadline for submissions of manuscripts for the first issue (published in January) is&nbsp;<strong>April 1st</strong>&nbsp;of the previous year. Submissions for the second issue (published in July) will be received until&nbsp;<strong>October 1st</strong>&nbsp;of the previous year. Please, read the&nbsp;<a href="https://howjournalcolombia.org/index.php/how/about/submissions#authorGuidelines" target="_new">Author Guidelines</a>&nbsp;for information on how to prepare and upload your submission.</p> <p align="center"><strong>Follow us on:</strong><br><a href="https://twitter.com/how_journal" target="_blank" rel="noopener"><img src="/public/site/images/howjournal/twitter.jpg" alt="" height="50px"></a>&nbsp;<a href="https://linkedin.com/company/how-journal" target="_blank" rel="noopener"><img src="/public/site/images/howjournal/2000px-Linkedin.svg__1.png" alt="" height="50px"></a>&nbsp;<a href="https://scholar.google.com/citations?hl=es&amp;authuser=1&amp;user=sfBFTPwAAAAJ" target="_blank" rel="noopener"><img src="/public/site/images/howjournal/google-academico.jpg" alt="" height="50px"></a></p> Asocopi en-US HOW Journal 0120-5927 <p><a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license" target="_blank"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a style="text-decoration: none;" href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="license" target="_blank">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p><p>The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.</p> Editorial https://www.howjournalcolombia.org/index.php/how/article/view/545 Edgar Lucero Babativa Copyright (c) 2020 Edgar Lucero http://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 7 9 10.19183/how.27.1.545 Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses https://www.howjournalcolombia.org/index.php/how/article/view/521 <p>The purpose of this paper is to examine and compare the concepts of linguistic colonialism and cultural alienation in University textbooks for teaching English as opposed to the theories about culture in the decolonial turn. Dichotomous categories were established based on the analysis of the cultural component of the textbooks for the teaching of English. The corpus consisted of six textbooks produced by multinational publishers and used in Colombia during the years 2006-2018. Documentary analysis procedures were used to discuss emergent themed contents in relation to cultural components from a critical perspective that unveiled imperialism practices. Results showed that the textbook contents dealt with high levels of alienation burden, superficial cultural components and instrumentation to the submissive person who favors the dominant culture of English and does not offer possibilities to embrace interculturality in ELF teaching contexts.</p> Jairo Eduardo Soto-Molina Pilar Méndez Copyright (c) 2020 Jairo Eduardo Soto-Molina, Pilar Méndez https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 11 28 10.19183/how.27.1.521 Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence https://www.howjournalcolombia.org/index.php/how/article/view/515 <p>This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram’s (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.</p> Alix Norely Bernal Pinzón Copyright (c) 2020 Alix Norely Bernal https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 29 46 10.19183/how.27.1.515 Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom https://www.howjournalcolombia.org/index.php/how/article/view/516 <p>This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.</p> Ángela Vanesa Duarte Infante Sandra Milena Fonseca Velandia Bertha Ramos Holguín Copyright (c) 2020 Ángela Vanesa Duarte Infante, Sandra Milena Fonseca Velandia, Bertha Ramos Holguín https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 49 67 10.19183/how.27.1.516 Enhancing Reading Comprehension through an Intensive Reading Approach https://www.howjournalcolombia.org/index.php/how/article/view/518 <p>This article presents a project that explored the effectiveness of intensive reading to enhance reading comprehension with a group of university students in Pasto, Colombia. At the initial stage, a diagnostic test, field notes, and three questionnaires allowed the identification of the students’ needs. During the intervention stage, a set of workshops and reading tests were implemented to reveal the impact of the reading comprehension strategies. In the evaluation stage, four instruments (reading tests, teacher’s journal, students’ questionnaires and pre- and post-tests) were used to collect the students’ opinions and state the results. At the end, findings show that the reading comprehension strategies improved students’ comprehension because it helped them tackle the problems they had before the intervention stage.</p> Andrés Insuasty Cárdenas Copyright (c) 2020 Andrés Insuasty Cárdenas https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 69 82 10.19183/how.27.1.518 Digital Storytelling: Boosting Literacy Practices in Students at A1-Level https://www.howjournalcolombia.org/index.php/how/article/view/505 <p>This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants’ recordings of their voices helped them improve their oral production without worrying about their classmates’ opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups.</p> Pedro Alejandro González Mesa Copyright (c) 2020 Pedro Alejandro González Mesa https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 83 104 10.19183/how.27.1.505 Iranian L2 Researchers' Perspectives on Research Ethics https://www.howjournalcolombia.org/index.php/how/article/view/474 <p>This study aims at exploring L2 researchers’ perspectives on research ethics in Iran. A total of ten teacher researchers were selected among a larger group of researchers based on the criteria of academic degree and familiarity with research principles. They were interviewed about different aspects of research ethics. Their responses were audio-recorded and transcribed by the researcher. Finally, the emerging themes were extracted from the responses which showed plagiarism, data management, participant rights, and authorship rights as the most frequent themes discussed by the respondents. Furthermore, the extent of the participants’ self-expressed adherence to ethical considerations in research was differential, ranging from a minimum amount of adherence to an acceptable degree of adherence and commitment to research ethics. In addition, the results showed that not all participants had a clear understanding and definition of the four major themes which emerged from the results.</p> Zhila Gharaveisi Adel Dastgoshadeh Copyright (c) 2020 Zhila Gharaveisi, Adel Dastgoshadeh http://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 107 124 10.19183/how.27.1.474 A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter https://www.howjournalcolombia.org/index.php/how/article/view/520 <p>This paper develops a two-voiced self-dialogue with some compelling ideals of critical pedagogy advocated by Paulo Freire: reflection, dialogue, <em>conscientização, (</em>conscientization<em>) </em>praxis, critical engagement, and transformation. This dialogue, as a critical pedagogy encounter, has allowed me to go through a process of self-criticism or hopefully a self-recognition of understandings, experiences, constructions, co-constructions, and reconstructions of my practices as a language educator. I will address the following evolving choices: On dialogue and critical pedagogy, from language as power to language as possibility, from instrumental to alternative critical pedagogy practices towards more critical understandings and doings of education.</p> Yolanda Samacá Bohórquez Copyright (c) 2020 Yolanda Samacá Bohórquez https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-31 2020-01-31 27 1 125 139 10.19183/how.27.1.520