Visualizando la formación inicial de los profesores de inglés como acción política
Barra lateral del artículo
Contenido principal del artículo
Este artículo reflexivo discute la necesidad de revisar la educación de los futuros maestros de inglés para ubicar las dimensiones críticas y políticas como componentes centrales de la formación. La autora presenta una breve mirada crítica sobre algunos hechos históricos clave de Colombia, que han tenido lugar principalmente durante los últimos sesenta años. También describe dos propuestas educativas nacionales que tienen como objetivo promover las relaciones humanas pacíficas y el conocimiento del pasado histórico del país (Cátedra para la Paz y Estándares de Competencias Ciudadanas). Además, discute dos enfoques complementarios para la formación inicial de profesores de inglés como posibles alternativas que plantean la formación docente desde una postura política y crítica (Educación docente para la justicia social y Formación docente crítica). Finalmente, describe tres tendencias en la enseñanza e investigación del inglés en Colombia a manera de ilustración sobre las formas en que diferentes académicos han representado la enseñanza del inglés como parte de un esfuerzo por posicionar la enseñanza de la lengua desde un enfoque político y crítico. La autora concluye que para contribuir a la construcción de un país más justo, equitativo y pacífico, los programas de formación inicial de profesores deben preparar futuros docentes comprometidos con el proceso de transformación social, cultural y política de las realidades locales del país.
Aldana Gutiérrez, Y., Fonseca Guerrero, M. D., & Jerez Bohórquez, G. (2020). Educación para la paz: artefactos de memoria en entornos de EFL. Voces y Silencios: Revista Latinoamericana de Educación, 11(1), 21-45. http://dx.doi.org/10.18175/VyS11.1.2020.2. DOI: https://doi.org/10.18175/VyS11.1.2020.2
Álvarez, J. A., Amanti, C., Keyl, S., y Mackinney, E. (Eds.) (2016). Framing learners’ identity through semiotic designs on social networking sites for language learning. In Critical views on teaching and learning English around the globe (pp. 17-35). Information Age.
Álvarez-Valencia, J. A., & Ramírez, A. (2021). Re-sourcing second/foreign language teacher education: The critical intercultural option. In J. A.
Álvarez Valencia, A. Ramírez Espinosa & O. Vergara (Eds.), Interculturality in language teacher education. Theoretical and practical considerations (pp. 15-40). Programa Editorial Universidad del Valle.
Bolaños, F., Florez, K., Gomez, T., Ramirez, M., & Tello Suarez, S. (2018). Implementing a community-based project in an EFL rural classroom. Colombian Applied Linguistics Journal, 20(2), 274-289. https://doi.org/10.14483/22487085.13735 DOI: https://doi.org/10.14483/22487085.13735
Bonilla Carvajal, C. A. & Tejada-Sanchez, I. (2016). Unanswered Questions in Colombia’s Foreign Language Education Policy. Profile: Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996 DOI: https://doi.org/10.15446/profile.v18n1.51996
Borelli Pereira, J. D. V., Viana Silvestre, V. P., & Rocha Pessoa, R. (2020). Towards a Decolonial Language Teacher Education. Revista Brasileira De Linguística Aplicada, 20(2), 301–324. https://doi.org/10.1590/1984-6398202015468 DOI: https://doi.org/10.1590/1984-6398202015468
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters. https://doi.org/10.21832/9781847690807 DOI: https://doi.org/10.21832/9781847690807
Byram, M. (2013). Foreign language teaching and intercultural citizenship. Iranian Journal of Language Teaching Research, 3(1), 53-62. https://files.eric.ed.gov/fulltext/EJ1127400.pdf
Byram, M. (2014). Twenty-five years on–from cultural studies to intercultural citizenship. Language, Culture and Curriculum, 27(3), 209-225. http://dx.doi.org/10.1080/07908318.2014.974329 DOI: https://doi.org/10.1080/07908318.2014.974329
Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 5(1), 140–151. https://doi.org/10.1111/flan.12319 DOI: https://doi.org/10.1111/flan.12319
Cárdenas Ramos, R. (2009). Tendencias globales y locales en la formación de docentes de lenguas extranjeras. Íkala, 14(2), 71-105. https://doi.org/10.17533/udea.ikala.2634 DOI: https://doi.org/10.17533/udea.ikala.2634
Cárdenas, M., González, A., Álvarez, J. A. (2010). El desarrollo profesional de los docentes de inglés en ejercicio: Algunas consideraciones conceptuales para Colombia. Folios, 31, 49-68. https://doi.org/10.17227/01234870.31folios49.67 DOI: https://doi.org/10.17227/01234870.31folios49.67
Carvajal Medina, N. E. (2020). EFL pre-service & in-service teachers as agents of change: Enhancing social justice practices in a colombian public university. Journal of Higher Education Theory and Practice, 20(11). https://doi.org/10.33423/jhetp.v20i11.3770 DOI: https://doi.org/10.33423/jhetp.v20i11.3770
Cochran-Smith, M. (2001). Learning to teach against the (new) grain. Journal of Teacher Education, 52(1), 3-4. https://doi.org/10.1177/0022487101052001001 DOI: https://doi.org/10.1177/0022487101052001001
Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In: Second international handbook of educational change (pp. 445-467). Springer. https://doi.org/10.1007/978-90-481-2660-6_27 DOI: https://doi.org/10.1007/978-90-481-2660-6_27
Commission for the Clarification of Truth, Coexistence and Non-
Repetition (2022). Call for a great peace. Declaration of the Commission for the Clarification of Truth, Coexistence and Non-Repetition. Comisión de la Verdad. https://www.comisiondelaverdad.co/
Clavijo, A. & Ramírez, L.M. (2019). Las pedagogías de la comunidad a través de investigaciones locales en el contexto urbano de Bogotá. Editorial UD. https://editorial.udistrital.edu.co/detalle.php?id=1211&f=6 DOI: https://doi.org/10.69740/UD.9789587871357.9789587874976
Dasli, M., & Diaz, A. R. (Eds.) (2017). Tracing the ‘Critical’ trajectory of language and intercultural communication pedagogy. In The critical turn in language and intercultural communication pedagogy (pp. 3-21). Routledge. https://doi.org/10.4324/9781315667294 DOI: https://doi.org/10.4324/9781315667294
Fernández-Agüero, M., & Chancay-Cedeño, C. (2019). Interculturality in the language class – teachers’ intercultural practices in Ecuador. RELC Journal, 50(1) 164–178. https://doi.org/10.1177/0033688218755847 DOI: https://doi.org/10.1177/0033688218755847
Flórez, A. M. (2018). Strengthening local identity by writing chronicles in the EFL classroom. Colombian Applied Linguistics Journal, 20(2), 195-208. https://doi.org/10.14483/22487085.13121 DOI: https://doi.org/10.14483/22487085.13121
Gáfaro, M., Ibáñez, A.M., & Zarruk, D. (2012). Equidad y eficiencia rural en Colombia: Una discusión de políticas para el acceso a la tierra. Documentos CEDE 010318. CEDE. https://ideas.repec.org/p/col/000089/010318.html
Giroux, H. A., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3), 213-239. https://doi.org/10.17763/haer.56.3.trr1473235232320 DOI: https://doi.org/10.17763/haer.56.3.trr1473235232320
Gómez Gutiérrez, A. J. (2018). Collaborative inquiry in the EFL classroom: exploring a school related topic with fifth graders. Colombian Applied Linguistics Journal, 20(2), 231–248. https://doi.org/10.14483/22487085.13008 DOI: https://doi.org/10.14483/22487085.13008
Gómez Gutiérrez, A. J., Torres, C. F., & Cabra, A. I. (2019). Estudio de las fuentes de contaminación en el entorno escolar que afectan el medio ambiente en el colegio CODEMA: Acciones de los estudiantes para la comunidad. In A. Clavijo Olarte & M. Ramírez (Ed.). Las pedagogías de la comunidad a través de investigaciones locales en el contexto urbano de
Bogotá (pp. 152-187). Editorial UD.
Gómez Soler, S. (2017). Civil Conflict and Educational Achievement: The Case of the Colombian Secondary School Exit Examination, Colombia Internacional, (92), 73-103. https://doi.org/10.7440/colombiaint92.2017.03 DOI: https://doi.org/10.7440/colombiaint92.2017.03
Gómez-Suárez, A. (2017). Peace process pedagogy: Lessons from the no-vote victory in the Colombian peace referendum. Comparative Education, 53(3), 462–482. https://doi.org/10.1080/03050068.2017.1334425 DOI: https://doi.org/10.1080/03050068.2017.1334425
Gonzalez Moncada, A. (2007). Professional development of EFL teachers in Colombia: Between colonial and local practices. Íkala, revista de lenguaje y cultura, 12(18), 309-332. https://doi.org/10.17533/udea.ikala.2722 DOI: https://doi.org/10.17533/udea.ikala.2722
Granados-Beltrán, C. (2016). Critical Interculturality. A Path for Pre-service ELT Teachers. Íkala, Revista de Lenguaje y Cultura, 21(2), 171-187. https://doi.org/10.17533/udea.ikala.v21n02a04 DOI: https://doi.org/10.17533/udea.ikala.v21n02a04
Granados-Beltrán, C. (2018). Revisiting the need for critical research in undergraduate Colombian English language teaching. HOW, 25(1), 174-193. https://doi.org/10.19183/how.25.1.355 DOI: https://doi.org/10.19183/how.25.1.355
Guerra-Sua, Á. M. (2019). Challenges for peacebuilding and citizenship learning in Colombia. Magis, Revista Internacional de Investigación en Educación, 11(23), 169-186. https://doi.org/10.11144/Javeriana.m11-23.cpcl DOI: https://doi.org/10.11144/Javeriana.m11-23.cpcl
Guilherme, M. (2002). Critical citizens for an intercultural world: Foreign language education as cultural politics (Vol. 3). Multilingual Matters. https://doi.org/10.21832/9781853596117 DOI: https://doi.org/10.21832/9781853596117
Hawkins, M., & Norton, B. (2009). Critical language teacher education. In J. Richards & A. Burns A. The Cambridge guide to second language teacher education (pp. 30-39). Cambridge University Press. https://doi.org/10.1017/9781139042710.006 DOI: https://doi.org/10.1017/9781139042710.006
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435-449. https://doi.org/10.1111/modl.12239 DOI: https://doi.org/10.1111/modl.12239
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum Associates. DOI: https://doi.org/10.4324/9781410615725
Kumaravadivelu, B. (2011). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge. https://doi.org/10.4324/9780203832530 DOI: https://doi.org/10.4324/9780203832530
Lastra, S., Durán, N. & Acosta, D. (2018). Community-based pedagogy as an eye–opening for pre-service teachers’ initial connections with the school curriculum. Colombian Applied Linguistics Journal, 20(2), 205-225. https://doi.org/10.14483/22487085.13047 DOI: https://doi.org/10.14483/22487085.13047
Levine, G.S. (2020). Conflict transformation and compassion. The Modern Language Journal, (104)S1, 76-99. https://doi.org/10.1111/modl.12612 DOI: https://doi.org/10.1111/modl.12612
Ministerio de Educación Nacional de Colombia. (2004). Estándares básicos de competencias ciudadanas. Ministerio de Educación Nacional de Colombia. https://www.mineducacion.gov.co/1621/article-116042.html
Nieto, S. (2006). Teaching as political work: Learning from courageous and caring teachers. The Longfellow Lecture. Child Development Institute, Sarah Lawrence College.
Nieto, S. (2013). Language, literacy, and culture: Aha! Moments in personal and sociopolitical understanding. Journal of Language and Literacy Education, 9(1), 8-20. https://files.eric.ed.gov/fulltext/EJ1008170.pdf
Nieto Gómez, Y. A. (2018). Promoting the use of local literacies in EFL pre-service teachers to inspire their teaching practice. Colombian Applied Linguistics Journal, 20(2), 249–263. https://doi.org/10.14483/22487085.13005 DOI: https://doi.org/10.14483/22487085.13005
Núñez-Pardo, A. (2018). The English textbook. Tensions from an intercultural perspective. Gist: Education and Learning Research Journal, (17), 230-259. https://doi.org/10.26817/16925777.402 DOI: https://doi.org/10.26817/16925777.402
Núñez-Pardo, A. (2020). Inquiring into the Coloniality of knowledge, power, and being in EFL textbooks. HOW Journal, 27(2), 113-133. https://doi.org/10.19183/how.27.2.566 DOI: https://doi.org/10.19183/how.27.2.566
Ortega, Y. (2019a). Peacebuilding and social justice in English as a foreign language: Classroom experiences from a Colombian high school. In E. Mikulec, S. Bhatawadekar, C. Tsuyoshi McGivern & P. Chamness Iida (Eds.), Readings in language studies. 7(4), 63–90.
Ortega, Y. (2019b). “Teacher, ¿Puedo hablar en español?” A reflection on plurilingualism and translanguaging practices in EFL. Profile: Issues in Teachers’ Professional Development, 21(2), 155-170. https://doi.org/10.15446/profile.v21n2.74091 DOI: https://doi.org/10.15446/profile.v21n2.74091
Ortega, Y. (2019c). “How Do You Spell `Capital?'” Examining Colombia's English language policy through critical lens. In K. Finardi (Ed.), English in the south, (pp.195-226). EDUEL.
Ortega, Y. (2021). Working for social justice in a marginalized Colombian English teaching classroom. In: Research on teaching and learning English in under-resourced contexts (pp. 171-184). Routledge. https://doi.org/10.4324/9781003057284-13 DOI: https://doi.org/10.4324/9781003057284-13
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Lawrence Erlbaum. https://doi.org/10.4324/9781410600790 DOI: https://doi.org/10.4324/9781410600790
Pessoa, R. R., & de Urzêda, M. T. (2012). Challenges in critical language teaching. TESOL Quarterly, 46(4), 753-776. https://doi.org/10.1002/tesq.46 DOI: https://doi.org/10.1002/tesq.46
Pineda, P., & Meier, M. (2020). Loose coupling in curriculum reforms: Rural teachers´ perceptions of peace education in post-conflict Colombia. Peace and Conflict Studies, 27(1), 1-34. DOI: https://doi.org/10.46743/1082-7307/2020.1644
Porto, M. (2010). Culturally responsive L2 education: An awareness-raising proposal. ELT Journal, 64, 45-53. https://doi.org/10.1093/elt/ccp021 DOI: https://doi.org/10.1093/elt/ccp021
Porto, M. (2013). Language and intercultural education: An interview with Michael Byram. Pedagogies. An International Journal, 8(2), 143-162. https://doi.org/10.1080/1554480X.2013.769196 DOI: https://doi.org/10.1080/1554480X.2013.769196
Porto, M. (2019). Does education for intercultural citizenship lead to language learning? Language, Culture and Curriculum, 32(1), 16-33. doi.org/10.1080/07908318.2017.1421642 DOI: https://doi.org/10.1080/07908318.2017.1421642
Porto, M., & Byram, M. (2015). A curriculum for action in the community and intercultural citizenship in higher education. Language, Culture and Curriculum, 28(3), 226-242. https://doi.org/10.1080/07908318.2015.1087555 DOI: https://doi.org/10.1080/07908318.2015.1087555
Porto, M., Houghton, S., & Byram, M. (2017). Intercultural citizenship in the (foreign) language classroom. Language Teaching Research, 28(3), 1-15. https://journals.sagepub.com/doi/pdf/10.1177/1362168817718580
Quintero-Polo, Á. H. (2019). From utopia to reality: Trans-formation of pedagogical knowledge in English language teacher education. Profile Issues in TeachersProfessional Development, 21(1), 27-42. https://doi.org/10.15446/profile.v21n1.70921 DOI: https://doi.org/10.15446/profile.v21n1.70921
Quintero-Polo, Á. H., & Bonilla-Medina, S. X. (2022). The Interplay between Applied Linguistics and English Language Teaching. Colombian Applied Linguistics Journal, 24(2). https://doi.org/10.14483/22487085.20019 DOI: https://doi.org/10.14483/22487085.20019
Rettberg, A. (2020). Peace-making amidst an unfinished social contract: the case of Colombia. Journal of Intervention and Statebuilding, 14(1), 84-100. https://doi.org/10.1080/17502977.2019.1619655 DOI: https://doi.org/10.1080/17502977.2019.1619655
Ramos-Holguín, B. (2021). Comprehending interculturality and its future directions in English language teaching and teacher education in the Colombian context. HOW, 28(3), 93-104.https://doi.org/10.19183/how.28.3.674 DOI: https://doi.org/10.19183/how.28.3.674
Roldán Vargas, O., & Nayrobis Giraldo, Y. (2013). La calidad educativa en contextos de precariedad y de violencias. In Y. Nayrobis Giraldo & J. A. Melenge, Territorios y cartografías educativas: construyendo sentidos de las educaciones del siglo XXI (pp. 125-146). Fundación Centro
Internacional de Educación y Desarrollo Humano: Instituto Tecnológico Metropolitano: Colegio Divino Salvador: Red de Educación y Desarrollo Humano. http://hdl.handle.net/20.500.11907/2122
Sierra Piedrahita, A. M. (2016). Contributions of a social justice language teacher education perspective to professional development programs in Colombia. PROFILE Issues in Teachers’ Professional Development, 18(1), 203-217. https://doi.org/10.15446/profile.v18n1.47807 DOI: https://doi.org/10.15446/profile.v18n1.47807
Siqueira, S. (2017). Intercultural language educators for an intercultural world: action upon reflection, Intercultural Education, 28(4), 390-407. https://doi.org/10.1080/14675986.2017.1334396 DOI: https://doi.org/10.1080/14675986.2017.1334396
Smith, A. (2014). Contemporary challenges for education in conflict affected countries. Journal of International and Comparative Education, 3(1), 113-125. https://doi.org/10.14425/00.62.86 DOI: https://doi.org/10.14425/00.62.86
Soto-Molina, J. E., & Méndez, P. (2020). Linguistic colonialism in the English language textbooks of multinational publishing houses. HOW Journal, 27(1), 11-28. https://doi.org/10.19183/how.27.1.521 DOI: https://doi.org/10.19183/how.27.1.521
Spalding, E. (2013). Social justice and teacher education: Where do we stand? In: X. Zhu, K. Zeichner, (Eds), Preparing Teachers for the 21st Century (pp. 283-296). Springer. https://doi.org/10.1007/978-3-642-36970-4_17 DOI: https://doi.org/10.1007/978-3-642-36970-4_17
Zeichner, K. (2011). Teacher education for social justice. In M. R. Hawkins (Ed.), Social justice language teacher education (pp. 7-2). Multilingual Matters. https://doi.org/10.21832/9781847694249-003 DOI: https://doi.org/10.21832/9781847694249-003
Aceptado 2023-07-05
Publicado 2023-06-30
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.