ELT Local Research Agendas III

Autores/as

Theresa Catalano Catalano, University of Nebraska; Óscar Fernando Abella Peña, Secretaría de Educación ; Jeisson Méndez Lara, Universidad Distrital Francisco José de Caldas; Catherine Benavides Buitrago, Universidad Distrital Francisco José de Caldas; Andrea Milena Gallo Lozano, Universidad Distrital Francisco José de Caldas; Harold Castañeda Peña, Universidad Distrital Francisco José de Caldas; Pilar Méndez Rivera, Universidad Distrital Francisco José de Caldas; Carmen Helena Guerrero Nieto, Universidad Distrital Francisco José de Caldas; Carmen Helena Guerrero Nieto, Universidad Distrital Francisco José de Caldas; Carlos Sebastián Figueroa Salamanca, Universidad Distrital Francisco José de Caldas
DOI: https://doi.org/10.14483/

Palabras clave:

Ingles - Investigaciones, Inglés -- Estudio y enseñanza , Inglés -- Metodología, Inglés -- Innovaciones tecnológicas , Educación

Sinopsis

Continuing with the conversation series on the field of English Language Teaching (ELT) Education, we started this volume, ELT Local Research Agendas III, with the third cohort of the major in ELT Education, of the Doctorado Interinstitucional en Educación (DIE-UD) of the Universidad Distrital Francisco José de Caldas. This volume brings the voices of the third cohort along with the voices of their teach ers. The book we present on this occasion to the academic community is the result of engaging dialogues, reflections, and discussions we have held during this cohort´s first year of studies. The book encompasses the interest that has guided our academic work in this line of research (ELT Education), which has been approached to from a South epistemological perspective. The seminars have been nurtured with a variety of literature that span topics ranging from activist-related to those of a philosophi cal nature. Both our languages, Spanish and English, have been welcome in the readings as well as in the conversations held in class. The variety of topics fulfill specific purposes in each moment of the formation of doctoral students and, overall, they paint a picture of a decolonial stance that we have sought to bring to this program. As such, in each one of the chapters the reader will find the locus of enuncia tion of the author/s as individuals, teachers, and researchers, which is the starting point for unfolding their research agendas. Each chapter uses a decolonial lens to explore and problematize a topic of current relevance in ELT, be it epistemicide, whiteness, or coloniality of being, among others. I am sure that the chapters in this book will enrich our efforts to continue building local epistemologies that inform the field. Finally, the ideas expressed by the authors might serve as food for thought among the academic community and hopefully make, in the long run, our profession richer and more epistemologically situated.

Capítulos

  • Foreword
    Theresa Catalano Catalano
  • Presentation
    Carmen Helena Guerrero Nieto
  • “Tangled up Together”: Our Journey Towards Decolonial Research as an Educational Project
    Carmen Helena Guerrero Nieto, Pilar Méndez Rivera, Harold Castañeda Peña
  • Trajectories of Language Policies Appropriation in a Municipality of Cundinamarca
    Andrea Milena Gallo Lozano
  • The Negotiation of Heritage and Masculinity in the EFL Classroom: The Case of an Ecuadorian Boy
    Catherine Benavides Buitrago
  • Author Ideologies and Textbook Creation: An Autoethnographic Study
    Jeisson Méndez Lara
  • English Language Teachers´ Critical Identities
    Óscar Fernando Abella Peña
  • Bilingualism in Science Class: An Approach to the Identities of Bilingual Science Teachers
    Carlos Sebastián Figueroa Salamanca

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Biografía del autor/a

Theresa Catalano Catalano, University of Nebraska

Theresa Catalano holds a Ph. D. in Second Language Acquisition and Teaching from the 
University of Arizona and is currently Professor of Second Language Education/Applied 
Linguistics at the University of Nebraska-Lincoln. Her research is grounded in (multimodal) 
critical discourse studies, social semiotics, and cognitive linguistics and focuses on social in
equality and its relation to language/visual communication. Her work often centers on the 
intersection of educational issues, migration, and visual communication such as the way mi
grants are represented in crime reports, unaccompanied migrant children in the media and 
children’s literature, and Othering/racism through representation of various social groups in 
social media. Her 2016 book Talking about Global Migration analyzes metaphors used by mi
grants to talk about their experiences, and her recent book Critical Discourse Analysis/Critical 
Discourse Studies and Beyond (with Linda Waugh) describes the CDA/CDS research movement 
and its efforts to make social change.

Óscar Fernando Abella Peña, Secretaría de Educación

Has a MA in Education with Emphasis on English  Didactics from Universidad Externado de Colombia, and a BA in Foreign Language Teaching from Universidad Distrital Francisco José de Caldas. He cur
rently works as a full-time English language teacher at the state-funded Colegio Marruecos y Molinos IED in Bogotá and is currently a student of the Doctorado Interinstitucional en Educación (DIE), with Emphasis on ELT, at Universidad Distrital Francisco José de Caldas. His current research revolves around English language teachers’ critical identities.

Jeisson Méndez Lara, Universidad Distrital Francisco José de Caldas

Has a MA in Education with Emphasis in Didactics of English from the Universidad Externado de Colombia, and a BA in Basic Education with emphasis in English from the Universidad Distrital Francisco José de Caldas. He has more than 15 years of experience in English teaching in universities, 
institutions, and schools, and has worked in research, curriculum design, and EFL material development. He is currently an English language teacher at the School of Education of Universidad Libre (Colombia) and a third-year student at the Doctorado Interinstitucional en Educación (DIE) of Universidad Distrital 
Francisco José de Caldas.

Catherine Benavides Buitrago, Universidad Distrital Francisco José de Caldas

Has an MA in Applied Linguistics from Universidad Distrital Francisco José de Caldas and a BA in Spanish and English Teaching from Universidad Pedagógica Nacional (Colombia). She has 14 years of experience in the field of English Language Teaching in private and public sectors, and she is currently working at a public school in the Kennedy locality (Bogota, Colombia) with middle and high school students (from sixth to ninth grades). She is nowadays a doctoral candidate in Education with emphasis in ELT at the Doctorado Interinstitucional de Educación (DIE) of Universidad Distrital Francisco José de 
Caldas. Her research interests are related to the fields of social identities, gender issues and intersectional studies from a decolonial perspective. 

Andrea Milena Gallo Lozano, Universidad Distrital Francisco José de Caldas

Is a Language teacher from Universidad Pedagógica Nacional (Colombia), MA in Communication-Education, and student of the Doctorate in ELT Education from Universidad Distrital Francisco José de 
Caldas. She has worked as language teacher in Universidad La Gran Colombia, Universidad Pedagógica Nacional, and Universidad Distrital Francisco José de Caldas. She currently works for the municipality of Soacha´s Education Office (Secretaría de Educación) as a language teacher. Her research interests are lan
guage and cultural policies.

Harold Castañeda Peña, Universidad Distrital Francisco José de Caldas

Holds a Ph. D. in Education from Goldsmiths, University of London, an MA in Applied Linguistics from Carthage College (United States), and an MA in Hispano-American Linguistics from Instituto Caro y Cuervo. He teaches at Doctorado Interinstitucional en Educación (DIE) at Universidad Distrital Francisco José de Caldas. His research interests are identity, information literacy and the use of videogaming in English teaching, and he is currently a member of the Intertexto research group.

Pilar Méndez Rivera, Universidad Distrital Francisco José de Caldas

Holds an Ed. D. in Education at Universidad Santo Tomás, an MA in Linguistics from Instituto Caro y Cuervo and a BA in Modern Languages from Universidad del Atlántico. She is a teacher educator at the Education and Sciences Faculty, at Universidad Distrital Francisco José de Caldas, in undergraduate and postgraduate programs in the field of ELT education. Her research interests focus on teacher education, resistance and constitution of subjects in education, and she is currently member of the Intertexto research group.

Carmen Helena Guerrero Nieto, Universidad Distrital Francisco José de Caldas

Has a Ph.D. in Second Language Acquisition and Teaching from the University of Arizona, an MA in Teaching and Acquisition of Second Language from the University of Arizona, and an MA in Linguistics 
Applied to the Teaching of English from Universidad Distrital Francisco José de Caldas. She is currently affiliated to the ELT Education major of the Doctorado Interinstitucional en Educación (DIE), at Universidad Distrital Francisco José de Caldas. She has published books and articles in the fields of critical pedagogy, critical discourse analysis, and teacher education, and is currently the main re
searcher of the Estudios Críticos de Políticas Educativas Colombianas (ESTUPOLI) research group. 

Carmen Helena Guerrero Nieto, Universidad Distrital Francisco José de Caldas

Has a Ph.D. in Second Language Acquisition and Teaching from the University of Arizona, an MA in Teaching and Acquisition of Second Language from the University of Arizona, and an MA in Linguistics 
Applied to the Teaching of English from Universidad Distrital Francisco José de Caldas. She is currently affiliated to the ELT Education major of the Doctorado Interinstitucional en Educación (DIE), at Universidad Distrital Francisco José de Caldas. She has published books and articles in the fields of critical pedagogy, critical discourse analysis, and teacher education, and is currently the main researcher of the Estudios Críticos de Políticas Educativas Colombianas (ESTUPOLI) research group. 

Carlos Sebastián Figueroa Salamanca, Universidad Distrital Francisco José de Caldas

Has a BA in Biology from the Universidad Pedagógica Nacional and an MA in Communication and Education from the Universidad Distrital Francisco José de Caldas. He is currently a doctoral student 
at the Doctorado Interinstitucional en Educación (DIE) of Universidad Distrital Francisco José de Caldas. His research interests are bilingualism in science, educational communication, and the construction of identities.

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ELT Local Research

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ELT Local Research

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April 30, 2024

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Doctorado Interinstitucional de Educación
Derechos de autor 2024 Universidad Distrital Francisco José de Caldas

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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

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978-958- 787-675-8

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978-958-787-674-1