Published

2019-07-01

Exploring Students’ Context Representations by Using Songs in English With a Social Content

Exploración de las representaciones del contexto de los estudiantes por medio del uso de canciones en inglés con contenido social

DOI:

https://doi.org/10.15446/profile.v21n2.77731

Keywords:

English as a foreign language students, context representation, critical pedagogy, songs in English (en)
canciones en inglés, estudiantes de inglés como lengua extranjera, pedagogía crítica, representación del contexto (es)

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Authors

  • Erika Johana Cortés-Rozo Universidad Distrital Francisco José de Caldas
  • Daniela Andrea Suárez-Vergara Universidad Distrital Francisco José de Caldas
  • Jairo Enrique Castañeda-Trujillo Universidad Surcolombiana https://orcid.org/0000-0002-3002-7947
This paper presents the results of a research study based on a pedagogical experience of two pre-service English teachers with seventh graders. The main goal was to analyze the students’ context representations, after using some songs in English as a trigger for reflection. The pedagogical implementation of the songs was designed from a critical pedagogy perspective which allows students to have a more visible role within their English classes. The data were collected through students’ artifacts, classroom observations, closed-ended questionnaires, and dialogues. The results show that after analyzing the contents of some songs in English, students felt motivated to share their own representation about what they face as adolescents and to express their feelings about them.

Este artículo presenta un estudio de caso basado en una experiencia pedagógica de dos profesoras de inglés en formación con estudiantes de séptimo grado. El objetivo principal fue analizar las representaciones que los estudiantes hacen sobre sus contextos, después de usar algunas canciones en inglés como excusa para la reflexión. La implementación pedagógica de las canciones fue pensada desde una perspectiva de pedagogía crítica que permitió a los estudiantes tener un papel más visible a lo largo de las clases de inglés. Los datos se recopilaron a través de los artefactos de los estudiantes, observaciones en el aula, cuestionarios y diálogos con ellos. Los resultados muestran que después de analizar el contenido de las canciones en inglés, los estudiantes se sintieron motivados a compartir sus propias representaciones de lo que ellos enfrentan como adolescentes y de expresar los sentimientos que surgen a partir de dichas situaciones.

References

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How to Cite

APA

Cortés-Rozo, E. J., Suárez-Vergara, D. A. & Castañeda-Trujillo, J. E. (2019). Exploring Students’ Context Representations by Using Songs in English With a Social Content. Profile: Issues in Teachers’ Professional Development, 21(2), 129–141. https://doi.org/10.15446/profile.v21n2.77731

ACM

[1]
Cortés-Rozo, E.J., Suárez-Vergara, D.A. and Castañeda-Trujillo, J.E. 2019. Exploring Students’ Context Representations by Using Songs in English With a Social Content. Profile: Issues in Teachers’ Professional Development. 21, 2 (Jul. 2019), 129–141. DOI:https://doi.org/10.15446/profile.v21n2.77731.

ACS

(1)
Cortés-Rozo, E. J.; Suárez-Vergara, D. A.; Castañeda-Trujillo, J. E. Exploring Students’ Context Representations by Using Songs in English With a Social Content. Profile: Issues Teach. Prof. Dev. 2019, 21, 129-141.

ABNT

CORTÉS-ROZO, E. J.; SUÁREZ-VERGARA, D. A.; CASTAÑEDA-TRUJILLO, J. E. Exploring Students’ Context Representations by Using Songs in English With a Social Content. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 21, n. 2, p. 129–141, 2019. DOI: 10.15446/profile.v21n2.77731. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/77731. Acesso em: 15 mar. 2026.

Chicago

Cortés-Rozo, Erika Johana, Daniela Andrea Suárez-Vergara, and Jairo Enrique Castañeda-Trujillo. 2019. “Exploring Students’ Context Representations by Using Songs in English With a Social Content”. Profile: Issues in Teachers’ Professional Development 21 (2):129-41. https://doi.org/10.15446/profile.v21n2.77731.

Harvard

Cortés-Rozo, E. J., Suárez-Vergara, D. A. and Castañeda-Trujillo, J. E. (2019) “Exploring Students’ Context Representations by Using Songs in English With a Social Content”, Profile: Issues in Teachers’ Professional Development, 21(2), pp. 129–141. doi: 10.15446/profile.v21n2.77731.

IEEE

[1]
E. J. Cortés-Rozo, D. A. Suárez-Vergara, and J. E. Castañeda-Trujillo, “Exploring Students’ Context Representations by Using Songs in English With a Social Content”, Profile: Issues Teach. Prof. Dev., vol. 21, no. 2, pp. 129–141, Jul. 2019.

MLA

Cortés-Rozo, E. J., D. A. Suárez-Vergara, and J. E. Castañeda-Trujillo. “Exploring Students’ Context Representations by Using Songs in English With a Social Content”. Profile: Issues in Teachers’ Professional Development, vol. 21, no. 2, July 2019, pp. 129-41, doi:10.15446/profile.v21n2.77731.

Turabian

Cortés-Rozo, Erika Johana, Daniela Andrea Suárez-Vergara, and Jairo Enrique Castañeda-Trujillo. “Exploring Students’ Context Representations by Using Songs in English With a Social Content”. Profile: Issues in Teachers’ Professional Development 21, no. 2 (July 1, 2019): 129–141. Accessed March 15, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/77731.

Vancouver

1.
Cortés-Rozo EJ, Suárez-Vergara DA, Castañeda-Trujillo JE. Exploring Students’ Context Representations by Using Songs in English With a Social Content. Profile: Issues Teach. Prof. Dev. [Internet]. 2019 Jul. 1 [cited 2026 Mar. 15];21(2):129-41. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/77731

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CrossRef citations5

1. Jean Kaya, Alba del Carmen Olaya León, Pedro Felipe Ortega Prieto, Catalina Toro Mejía . (2025). Language Pedagogies in Colombian English Classrooms: A Systematic Review of Literature from Colombian Journals. Enunciación, 30(2), p.245. https://doi.org/10.14483/22486798.23312.

2. Jairo Enrique Castañeda-Trujillo. (2021). Reconstructing a Personal Story about Being a Teacher Educator and a Researcher. HOW, 28(3), p.173. https://doi.org/10.19183/how.28.3.678.

3. Juan Shu. (2023). EFL learners’ problematic use of social media usage, classroom anxiety, perfectionism, and language attainment: correlations and perceptions. BMC Psychology, 11(1) https://doi.org/10.1186/s40359-023-01419-5.

4. Obert Ganyata. (2025). Reimagining English Teaching Methods: Music Integration in a Rwandan Pre-Service Teacher Training Colleges.. Jurnal Edukasi Terkini, 2(3) https://doi.org/10.70310/jet.2025.02030909.

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