Abstract A critical perspectives approach to teaching and learning English as a foreign language is a relatively recent practice in the global South, and even though there are reports that explain how this approach is enacted in the curriculum, few studies have been conducted on how teacher educators and pre-service teachers deal with its implementation in their everyday practices. Hence, a descriptive qualitative study was conducted at a public university to delve into the perceptions of teachers and pre-service teachers regarding this approach and the challenges that it entails. The participants were nine in-service teachers and 31 pre-service teachers teaching and learning English following a curriculum based on critical and intercultural perspectives. Data were collected through semi-structured interviews, document analysis, and a survey. The thematic analysis of the data yielded results that suggest a nuanced perception of participants, especially the pre-service teachers, and highlight the challenges that both groups of participants undertake when teaching and learning English through critical perspectives. These findings suggest an important issue to the EFL field, which is the need for going beyond language as a system when teaching and learning it, while ensuring in-service teachers’ professional development and the adequate balance between linguistic aspects of the language and the promotion of critical awareness.
This article presents a perspective on how Instagram was used as a pedagogical tool to enhance a group of Chilean students' engagement in EFL writing. This qualitative study involved eight third-year students from a higher education institution in Chile. The data tools included pre-and post-intervention tests, an analytic rubric, two Likert scale surveys, and a focus group. The results showed a significant difference between the participants' pre-and post-intervention test scores. Additionally, the findings highlighted the positive impact of Instagram on the different writing engagement dimensions assessed: affective, behavioral, cognitive, and social dimensions. As a conclusion, teachers may consider incorporating Instagram as an effective pedagogical tool into their teaching strategies to create more enjoyable and relevant tasks and to enhance the students' level of writing engagement in more contextualized communicative situations, which can be significant for them.
Public bilingual education in Quind & iacute;o is often lauded as exemplary in Colombia. However, a critical examination of the criteria underlying such commendations reveals acomplexlinguistic,political, discursive, and ideological landscape in which the terms "bilingual education" and "bilingualism" warrant discussion, given the sociocultural context in the country and the evolution of sociolinguistics, applied linguistics, and language teaching. This article proposes a Critical Discourse Analysis of various trends in bilingual education in Quind & iacute;o, with a particular focus on how bilingualism has been understood within the department's educational policies. Using documentary analysis (Bowen, 2009), we analyze and discuss the different conceptions of bilingualism and bilingual education contained in public educational documents such as departmental and municipal bilingualism projects, Institutional Educational Projects, curricula, and area plans of some traditional public schools in the department during the last two decades. The study demonstrates how deeply ingrained language ideologies influence the discourses found in local official educational documents and the foreign language teaching practices in public schools. Nonetheless, the analysis of recent documents also shows a different view of multilingualism, understood from more plural perspectives that include other languages present in the local educational landscape, such as French and Colombian Sign Language, among others, often neglected by monoglossic ideologies that tend to privilege exclusively English teaching and learning in Quind & iacute;o's public schools. This article aims to advance the current understanding of bilingualism and language education in the region.
This systematic review investigates the potential of Natural Language Processing (NLP) based Artificial Intelligence (AI) technologies to enhance literacy development in higher education. We reviewed (n=63) documents published between 2015 and 2023, exploring how NLP has been used in language education within processes of literacy, biliteracy instruction, and language assessment. The literature reveals exploratory integrations and empirical evidence of the impact of these technologies in language instruction, learning, and assessment which sheds light on NLP software tools used and key application areas. Our findings reveal exploratory integrations and initial evidence for the impact of NLP-based AI on language education, language instruction, assessment and feedback, existing challenges and future directions, as well as ethical considerations that reveal the ongoing debates and efforts to leverage AI powered technologies to current curricular approaches in higher education.
This pedagogical experience introduces the affordances of leveraging principles from place, inquiry, and community-based pedagogies to foster self-directed learning, engagement with learning, and community awareness in a group of nine higher intermediate English learners enrolled in a languages and culture higher education professional program at a highly ranked private university in Bogot & aacute;, Colombia. A learning unit was designed to guide them in exploring key places in the districts surrounding the university campus, to introduce them to inquiry processes concerning some outstanding educational sites, and to look into what they could learn from them. Using two examples from learners who granted permission to share their products and insights, the article demonstrates a consistent application of higher-order thinking skills (e.g., comparison and contrast), engagement with the themes uncovered, and heightened awareness of place and community. The project's intention was threefold: (a) to develop experiential knowledge and understanding linked to a place, (b) to enhance critical thinking and research skills via inquiry and data collection, and (c) to raise learners' awareness of community-oriented initiatives happening in the place. The guiding question that was the backbone of the project was "How does this place impact the local community as observed during fieldwork?"
Abstract This educational reflective article presents the principles of the ecology of the language, the ecology of learning, and translingualism as a decolonial pedagogy to teach and learn languages. The reflection means to promote the inclusion and recognition of native languages and culture within language teaching and learning processes, both in classrooms and in multilingual contexts permeated by foreign and native languages. The article arose from research conducted under a qualitative approach, of a hermeneutic documentary, in which the analysis of open-type data and the results insisted on a different pedagogy from that proposed by the translingualism. The article concluded with the description of a significant experience redesigning the syllabus of the subject Pedagogy and Language Teaching at the bachelor’s degree programs in a private university in Colombia. Authors expect that the ideas presented in this article give meaning to the design and creation of guidelines and policies that determine a decolonial and meaningful way of teaching languages.
The history of the Colombian Association of Teachers of English (ASOCOPI) has been linked to political aspirations to build a sense of unity and belonging from the center to the country's periphery. The strategic mobility of annual congresses organized by ASOCOPI has led to partnership efforts that depict the association's struggles to improve and maintain a locus of enunciation in which all regions of Colombia can feel represented. The licenciatura programs in English language teaching in the Caribbean region have faced difficulties gaining quality and exposure; their advocacy and academic work in intercultural understanding and regional cultural repertoires call for greater attention and recognition. The imbalance of power between ELT communities in the Colombian capital and those in the periphery will be examined using the center-periphery metaphor. This article examines the presence of ASOCOPI in the Colombian Caribbean region from 1989 to 2018, analyzing its contribution to the advancement of the English language teaching profession and its possible impact on the region. Critical concerns about the senses of association and representation will be addressed by document analysis procedures combined with the authors' autobiographical data.
This article reports on research conducted at a rural school located in Boyacá, Colombia, as part of an ethnographic exploration in which learners, parents, and teachers presented their perspectives about English Language Teacher/ Teaching (ELT) evolution, progress, and challenges within teaching and learning practices and community dynamics. Results offer a landscape of how English has been taught in a rural context, as well as the way English teaching and learning have changed in the last 60 years, concerning information access and institutional organization. The community acknowledges changes in terms of teachers’ qualifications and didactic strategies; they also point to challenges regarding material and technological resources in rural contexts. The case of the rural school illustrates how ELT education has evolved in Colombia along an ever-changing/challenging trajectory in the territories.
This paper investigates the integration of distance learning models and English Language Teaching (ELT) in Colombia through a conceptual reflection on their historical evolution and impact. Over the past sixty years, ELT in Colombia has undergone significant changes, adapting to evolving educational environments. Through a reflective analysis of the literature and historical developments, the paper explores the transition of distance learning from traditional correspondence to AI-enhanced platforms and evaluates its effects on ELT. It critically discusses the challenges encountered throughout this evolution, including issues of equitable access, digital literacy, and maintaining human connection. Despite these challenges, the paper underscores the advantages of distance learning, such as tailored educational experiences and improved access for underserved populations. By reviewing the historical, current, and future contexts of ELT in Colombia, this paper stresses the importance of ongoing innovation and adaptation in ELT methodologies to fulfill the requirements of the digital era.
Colombian English Language Teacher/Teaching (ELT) Education is a steadily advancing field toward establishing a socioculturally and sociocritically oriented area of knowledge. Whereas in previous years, national ELT was primarily concerned with the development and promotion of communicative skills among English as a foreign language students derived from cognitively oriented and traditionally connected stances, since the insertion of critical pedagogies and theories into the field, its approach has changed to better cope with what is happening in immediate contexts. In other words, ELT has assumed a more context-sensitive view through which the territories and the practices inherent to them have been placed at the core of the field. Considering the current landscape, in the frame of this article, we present an analysis of how ELT has been changing over the last few years while also contemplating current practices and future venues to come. By delving into the historical development of ELT in Colombia and emphasizing what we have labeled “critical ELT agendas from the territories” through which we merge principles of social justice, critical literacy, and English as a Lingua Franca, the current article critically examines factors that shaped Colombian ELT in the past, while considering potential venues for the future. The critical reflection proposed in this paper aims to provide insights that inform more responsive and practical approaches to ELT in Colombia and abroad.
In celebration of ASOCOPI’s 60th anniversary, this article critically discusses how language teaching and learning in Colombia have addressed the relationship between language and content within higher education, aiming to prepare future professionals for the current interconnected world. Through the analysis of the national literature, we explore English for Specific Purposes, Content and Language Integrated Learning, and English as a Medium of Instruction in higher education in Colombia. We show the shift from learning a language for language’s sake to learning a language through content and culminating in learning content through language. It includes a review of the definition, evolution, current state, challenges, and criticism of each approach. Finally, we discuss potential pathways and opportunities for language education and discipline learning focused on local needs. We argue that the future of English teaching should include all these approaches since each has a place within the Colombian language education ecosystem. Depending on the needs of specific contexts, they all can be used successfully; however, certain aspects must be considered for the selection, implementation, and evaluation of these approaches to bring about a healthy combination of language, professional skills, and content.
This article reports the results of a documentary review of contributions the Colombian English language teaching (ELT) community has made to the Sustainable Development Goals (SDGs) proposed by the United Nations General Assembly between 2000 and 2023. This document shares the contributions to quality education, gender equality, reduced inequalities, peace, justice, and strong institutions. The contributions are analyzed considering the studies conducted by Colombian researchers and scholars that have shared the results in Colombian indexed journals endorsed by the Ministry of Science, Technology, and Innovation (Minciencias) with the language community. In that sense, the journals revised are HOW, Profile: Issues in Teachers' Professional Development, Íkala: Revista de Lenguaje y Cultura, GIST: Education and Learning Research Journal, and Colombian Applied Linguistics. Likewise, this investigation implies a documentary review framed in qualitative-historical research that traces several topics within the ELT communities during the past 24 years. The findings report specific information regarding the contributions considering the actions generated in and outside Colombian language classrooms as spaces mediated by dialogue and concrete actions, which are intended to improve education, reduce inequalities, and construct peace-based environments to promote stronger institutions and a more equitable society.
The field of English Language Teaching (ELT) has undergone significant transformations since 1966, heavily influenced by evolving sociocultural dynamics. This article explores how broader sociopolitical and cultural changes have shaped teacher education and professional development in ELT based on archival work with the very first issues of HOW, starting in 1966 (in total, 6 volumes; 52 issues until 1985). Key global phenomena, such as globalization, the digital revolution, and the advocacy for intercultural understanding, have redefined educational priorities and methodologies. Teacher education programs have progressively evolved from traditional grammar-translation methods to more inclusive and communicative approaches. Sociocultural changes have necessitated the incorporation of intercultural competence and intercultural education into teacher education curricula, reflecting the growing recognition of cultural diversity in the classroom. Professional development opportunities have also expanded, emphasizing the need for teachers to adapt to sociocultural shifts and technological advancements. In this regard, HOW serves as a valuable repository of these transformations. Given its longevity and sustained contribution to the field, the journal offers a rich archive that documents the evolution of English language teacher education in Colombia, capturing shifts in pedagogical perspectives, research priorities, and policy discussions. By analyzing its contents over time, it is possible to trace how English language teaching in the country has been influenced by these broader trends, and how educators' perceptions, practices, and professional identities have been shaped as a result. HOW serves as a meeting point for educators, researchers, and policymakers to foster dialogue, disseminate research, and build an academic community, ensuring ELT evolves with society.
This article traces the evolution of English Language Teacher Education (ELTE) in Colombia over the past six decades. It critically examines how foreign-established methodologies and policies have shaped it, often ignoring local sociocultural realities. This influence incorporates diverse knowledge systems, practices, and processes of being and becoming. The article highlights how Colombian ELTE educators and student-teachers have mainly adopted and prioritized foreign methodologies over local contexts. Despite increased awareness of the complexities of ELTE in Colombia, there remains a strong need to challenge existing linguistic policies and dominant second-language teaching methods. Additionally, the article discusses the growing impact of a digitally driven educational environment, arguing that while technology provides new learning opportunities, it also intensifies ELT commodification and market-driven pedagogical shifts. By emphasizing the tensions between foreign dominance and emerging local perspectives, this article urges the Colombian ELT community to critically question foreign hegemonic structures and develop a transformative, contextually relevant pedagogy coherent with the sociocultural realities of the Colombian educational landscape.
The English language teaching community in Colombia has witnessed the emergence and consolidation of academic or scientific journals edited in the country to disseminate the results of teachers’ work. Although their efforts are generally valued, we do not have many studies concerning the life and implications of what is being published in those journals. This article aims to examine the role that the HOW journal, led by the Colombian Association of Teachers of English (ASOCOPI), has had in making visible the knowledge produced by teachers of English. Following the tenets of narrative inquiry, we present an account of the path of the journal in such an attempt. To do so, we have examined documentary evidence that is part of HOW editorial processes and the history of the journal, as portrayed in the celebration of the sixtieth anniversary of ASOCOPI and the records of the past ten years. We identify achievements in the editing process as well as in the inclusion of different voices and agendas along the journal’s trajectory. Finally, we highlight some opportunities to move forward as well as challenges we may face to ensure ASOCOPI’s journal sustainability and upgrade in national and international scenarios.
This article explores the evolution of English teaching in rural areas in Colombia. Drawing on insights gleaned from scholarly literature, it will critically examine the transformative journey of English teaching and learning in these regions. The initial discussion will delve into a historical overview of rural education and the teaching of English in rural areas. The discussion seeks to identify how educational policies and classroom practices have evolved concerning working with foreign languages in Colombian rural areas. This will, then, be followed by an analysis of the current challenges and opportunities of English teaching in educational institutions based on a review of recent academic studies. This review aims to provide a set of theoretical and methodological findings learned by Colombian foreign language teachers when investigating educational policies and language programs in rural areas. Finally, the paper proposes plurilingualism, interculturality, and situated teaching and learning based on service to the community as frameworks to transform and improve the teaching of English in rural schools.
This action research centered on features of oral fluency among Chilean higher education students, focusing on the ‘describing picture strategy’ innovation. Set in the context of the Advanced English II course, the study determines the effects of the strategy in boosting oral fluency. The intervention of this investigation was enhanced by integrating technological tools such as a projector and a computer, which provided a dynamic and interactive learning environment and contributed to positive outcomes in speech rate and repairs. However, the results also highlighted other indicators, such as hesitation, where participants showed similar results. While this research points out the strategy potential in this specific Chilean context, it also emphasizes the challenges of generalizing the findings due to its unique cultural, technological, and pedagogical particularities. This study wraps up with the recommendation of adopting a holistic approach to fluency development; it also suggests further research, especially in exploring the long-term effect of the strategy and its adaptability to different educational settings.
