Resumen

NIETO-CRUZ, María Claudia; CORTES-CARDENAS, Ligia  y  CARDENAS-BELTRAN, Melba Libia. Academic Tutoring in Foreign Languages: Expectations and Reality. educ.educ. [online]. 2013, vol.16, n.3, pp.472-500. ISSN 0123-1294.

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.

Palabras clave : Tutoring; teacher qualifications; foreign languages; tutor class; education.

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