<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412018000200169</article-id>
<article-id pub-id-type="doi">10.14483/22487085.12422</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Reverse mentoring and peer coaching as professional development strategies]]></article-title>
<article-title xml:lang="es"><![CDATA[La tutoría a la inversa y el coaching entre pares como estrategias para el desarrollo profesional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porras]]></surname>
<given-names><![CDATA[Nohora Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[Lenys Smith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nieves]]></surname>
<given-names><![CDATA[Marlen María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cooperativa  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Cooperativa  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Cooperativa  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>169</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412018000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412018000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412018000200169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner's future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty &amp; Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students' language learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la actualidad, el aprendizaje de una lengua extranjera es un requisito académico esencial en diferentes contextos. De allí la importancia y la necesidad de llevar a cabo procesos de enseñanza efectivos en todos los niveles educativos iniciando por los primeros años de escolaridad. La enseñanza y el aprendizaje de las lenguas en la básica primaria es un asunto crucial ya que es la base para el futuro aprendizaje de la lengua. Sin embargo, en algunas escuelas del sector oficial en Colombia hay muchos factores que afectan este proceso. Uno de ellos es el hecho que la mayoría de los profesores encargados de enseñar inglés en la básica primaria no están lo suficientemente cualificados para hacerlo (McNulty &amp; Quinchía, 2007); por esta razón, el propósito de este estudio es fortalecer las prácticas pedagógicas de los profesores participantes. Esta es una investigación con un enfoque mixto en la cual se utilizaron como instrumentos de recolección de información una prueba diagnóstica de inglés, observaciones de clase, cuestionarios, grupos focales, entrevistas y diarios de campo. El coaching entre pares y la tutoría a la inversa fueron utilizados como fundamentos teóricos y estrategias para el desarrollo profesional de los profesores. Los resultados muestran la efectividad de la propuesta en términos de crecimiento profesional de los participantes quienes intercambiaron experiencias de enseñanza y herramientas pedagógicas en una atmósfera de confianza y trabajo mutuo. Esto contribuyó a ampliar su conocimiento sobre la enseñanza del inglés y a probar nuevas técnicas y estrategias de enseñanza que favorecen el aprendizaje de la lengua en los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[in-service teachers]]></kwd>
<kwd lng="en"><![CDATA[peer coaching]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[reverse mentoring]]></kwd>
<kwd lng="es"><![CDATA[coaching entre pares]]></kwd>
<kwd lng="es"><![CDATA[tutoría a la inversa]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[profesores en ejercicio]]></kwd>
<kwd lng="es"><![CDATA[estudiantes practicantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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