ELT Local Research Agendas II

Autores/as

Pilar Méndez Rivera , Universidad Distrital Francisco José de Caldas; Harold Castañeda Peña, Universidad Distrital Francisco José de Caldas; Pilar Méndez Rivera, Universidad Distrital Francisco José de Caldas; Pedro Adolfo Cabrejo Ruiz, Universidad de la Salle ; Cecilia Liu Yi-Fen , Universidad Distrital Francisco José de Caldas; Mireya Esther Castañeda Usaquén, Universidad Distrital Francisco José de Caldas; Harold Castañeda Peña, Universidad Distrital Francisco José de Caldas; Yeraldine Aldana Gutiérrez, Universidad Distrital Francisco José de Caldas; Jair Ayala Zárate, Universidad Pedagógica Nacional ; Miguel Martínez Luengas, Corporación Universitaria Minuto de Dios ; Clarissa Menezes-Jordão, Universidade Federal do Paraná

Palabras clave:

Inglés, Métodos de enseñanza, Innovaciones tecnológicas, Profesores de inglés , Entrenamiento en servicio, Pedagogía

Sinopsis

The chapters in this book describe studies that resist modernity and coloniality in the field of English as a world, foreign, additional, second language, English as a language existing in contexts where it functions as a lingua franca – or maybe not quite. They focus on the teaching-learning of English in Colombia, where it is not an official language nor it is a must for intranational communication. In this book, the PhD students (and professors) at Doctorado Interinstitucional en Educación problematize the impacts of teaching-learning English to the subjectivities of non-native teachers and learners of English, considering regional policies for English teacher education that seem to emulate practices from the global north without much, if any, regard to local contexts. Some of them also struggle against the centrality of research methods and quality criteria set up by the global north, refusing to abide by their rules and thus making it explicit the violence inherent in established practices in the ELT field, whose research protocols, scientific methods, norms and characteristics of academic writing hide their situatedness and project themselves as purportedly global, international quality control systems. It is high time we started a south-south dialogue in Latin America about our praxes as teachers of English. This book is an important step in that direction.

Capítulos

  • Preface: Resisting Coloniality in ELT Research from The Global South
    Clarissa Menezes-Jordão
  • PART I: English Language Teachers’ Subjectivities and Struggles
  • Chapter 1: Subjectivity and Resistance Practices in the ELT Field
    Pilar Méndez Rivera
  • Chapter 2: Problematizing the Subject Position of the Observers in the ELT Field
    Miguel Martínez Luengas
  • Chapter 3: Problematizing Local English Immersion Programs: Unpacking their Training Mechanisms
    Jair Ayala Zárate
  • Chapter 4: English Teachers’ Sites in the Diverse Lands of Peace
    Yeraldine Aldana Gutiérrez
  • PART II. Decolonialism and Identities in ELT
  • Chapter 5: Reflections on the Relationship between (De) Colonialism(s) and Applied Linguistics in ELT
    Harold Castañeda Peña
  • Chapter 6: The Influence of EFL Policies on the Work of Teachers in a Public Primary School
    Mireya Esther Castañeda Usaquén
  • Chapter 7: Teaching Across Cultures: The Negotiation and Reconstruction of Hybrid Teacher Identities in Colombia
    Cecilia Liu Yi-Fen
  • Chapter 8: The Experiences of a Transgender Student in an Initial English Language Teacher Education Program
    Pedro Adolfo Cabrejo Ruiz

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Biografía del autor/a

Pilar Méndez Rivera , Universidad Distrital Francisco José de Caldas

Is a full-time lecturer at the Education & Science Faculty of the Universidad Distrital Francisco José de Caldas. She has a PhD in Education from the USTA-VUAD and a Postdoctoral Certificate in Education.
She currently coordinates the Research Committee at the Education & Sciences Faculty. Her research interests revolve around teachers’ struggles, resistance practices and subjectivity. She is passionate about understanding the powerknowledge relations and affirmative discourses of (English language) teachers in the construction of their identity. 

 

Harold Castañeda Peña, Universidad Distrital Francisco José de Caldas

Has a PhD in Education from Goldsmiths, University of London. He currently coordinates the Doctorado Interinstitucional en Educación at Universidad Distrital Francisco José de Caldas, Bogotá-Colombia. His research interests are identity, information literacy and the use of videogaming in teaching English. He is a member of the “Aprendizaje y Sociedad de la Información” research group.

Pilar Méndez Rivera, Universidad Distrital Francisco José de Caldas

Is a full-time lecturer at the Education & Science Faculty of the Universidad Distrital Francisco José de Caldas. She has a PhD in Education from the USTA-VUAD and a Postdoctoral Certificate in Education.
She currently coordinates the Research Committee at the Education & Sciences Faculty. Her research interests revolve around teachers’ struggles, resistance practices and subjectivity. She is passionate about understanding the powerknowledge relations and affirmative discourses of (English language) teachers in the construction of their identity. 

Pedro Adolfo Cabrejo Ruiz, Universidad de la Salle

Has a B.A.in Spanish, English and French from the Universidad de La Salle. He is a Fellow of the “Children Rights and School Management Program”, sponsored by the Swedish International Development Agency and Lund´s University in Sweden. He has a Master´s in English Didactics Education from the Universidad Externado de Colombia and is currently studying for a Ph. D. at the Universidad Distrital Francisco José de Caldas. He has taught at different levels for twenty years: from preschool, elementary and high school to university. He is currently a teacher educator at the Universidad de La Salle and the Universidad Distrital Francisco José de Caldas. His interests focus on teaching, gender inclusion and resilience. 

Cecilia Liu Yi-Fen , Universidad Distrital Francisco José de Caldas

Has a Master´s in Music from the University of Sussex in the UK, a Master´s in Education in TESOL from the University of Sydney and a Postgraduate Diploma in Chinese-English Translation and Interpreting from Macquarie University in Australia. She has taught languages in Taiwan, England, Australia and Colombia. She is currently working as a full-time lecturer in the Language Institute at the Santo Tomas University while pursuing her Ph.D. in English Language Education (ELT) at the Universidad Distrital Francisco José de Caldas in Colombia. Her research interests include comparative educational studies, critical intercultural communication, and language teacher identity.

Mireya Esther Castañeda Usaquén, Universidad Distrital Francisco José de Caldas

Has a B.Ed.in Philology and Languages (English) from the Universidad Nacional de Colombia, an MA in Applied Linguistics to TEFL from the Universidad Distrital Francisco José de Caldas, and a specialization in Educational Management. She is a student at the Doctorado Interinstitucional en Educación at the Universidad Distrital Francisco José de Caldas. She has taught from kindergarten to university levels, and has designed questions for State exams. She currently works as a coordinator for the Bogotá Secretariat of Education (Secretaría de Education del Distrito – SED). Her research interests focus on English language teaching in public primary schools.

Harold Castañeda Peña, Universidad Distrital Francisco José de Caldas

Has a PhD in Education from Goldsmiths, University of London. He currently coordinates the Doctorado Interinstitucional en Educación at Universidad Distrital Francisco José de Caldas, Bogotá-Colombia. His research interests are identity, information literacy and the use of videogaming in teaching English. He is a member of the “Aprendizaje y Sociedad de la Información” research group.

Yeraldine Aldana Gutiérrez, Universidad Distrital Francisco José de Caldas

Has a Bachelor’s Degree in teaching English as a foreign language from the Universidad Distrital Francisco José de Caldas, where she was a co-founder of the “Contemporary Interdisciplinary Studies in Computer-Mediated Communication” seedbed. She has a Master´s in the Applied Linguistics of Spanish as a foreign language from the Pontificia Universidad Javeriana. She is studying for an Inter-Institutional Doctorate in English, with a major in ELT, at the Universidad Distrital Francisco José de Caldas. Her research interests include peace-building in ELT, bilingualism, multimodal communication, and de-colonial studies.

Jair Ayala Zárate, Universidad Pedagógica Nacional

 Is a Colombian teacher of English and university lecturer. He is currently a third-year student at the Doctorado Interinstitucional en Educación. He has a Master´s in Applied Linguistics to Teaching English as a Foreign Language and a B.A. in Modern Languages from the Universidad Distrital Francisco José de Caldas. He is the Vice-president of the Colombian Association of English Teachers (ASOCOPI). He is a full-time lecturer at the Master´s program in Language Teaching at the Universidad Pedagógica Nacional. He is the Associate Director for ETS for TOEFL, IBT and GRE. His research interests include assessment, teacher education, and immersion programs. 

Miguel Martínez Luengas, Corporación Universitaria Minuto de Dios

Has a B.Ed. in Teaching English and a Master’s in teaching English as a Foreign Language. He is currently a student at the Doctorado Interinstitucional en Educación at the Universidad Distrital Francisco José de Caldas, with a major in ELT. He has taught English at the elementary, high school and university levels for 12 years. His research interests focus on teachers’ social practices, subject positioning, professional development, and class observation practices. He is a member of the “Aprendizaje y Sociedad de la Información” research group

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ELT Local Research Agendas II

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December 30, 2021

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