Colombian ELT Community and Scholarship: Current Pathways and Potency

Main Article Content

Edgar Lucero
https://orcid.org/0000-0003-2208-5124
Adriana Castañeda-Londoño

Abstract

This editorial article reflects on the paradigmatic changes that the Colombian ELT community has recently experienced due to the developments of local scholarship in varied topics. This editorial article makes the changes evident by introducing the papers for this special issue of HOW journal on its 30th anniversary. These include topics as interculturality, literacy, English language pre-service teacher construction and professional development, critical views about bilingual education policy, and the interrelation between gender and ELT. The local scholarship development in these topics displays a rupture with the ELT canon. By so doing, the Colombian ELT scholarship shows a potency that wields foundations for the ELT field in the country.

Article Details

How to Cite
Lucero, E. ., & Castañeda-Londoño, A. . (2021). Colombian ELT Community and Scholarship: Current Pathways and Potency. HOW, 28(3), 5–17. https://doi.org/10.19183/how.28.3.681
Section
Editorial
Author Biographies

Edgar Lucero, Universidad de La Salle

He is a full-time teacher educator for Universidad de La Salle, Colombia. He is a PhD candidate in Education at Universidad Distrital Francisco José de Caldas, Colombia. He holds an MA in Applied Linguistics and is specialized in English language Teaching Didactics. His research interests are in classroom interaction and pedagogical practicum

Adriana Castañeda-Londoño, Universidad Distrital Francisco José de Caldas

She holds a PhD in Education from Universidad Distrital Francisco José de Caldas. She has worked as an English teacher for around fifteen years and has also been a teacher educator. She is interested in studying social aspects of language learning and teaching.

References

Anzaldúa, G. (1987). Borderlands/La frontera. Aunt Lute Books.

Arias-Cepeda, C. (2020). Exploring the Grounds for the Study of the Identity of Indigenous English Language Teachers in Colombia. GIST – Education and Learning Research Journal, 20, 189–214. https://doi.org/10.26817/16925777.713

Bonilla Medina, S. X. (2017). Racial identity in educational practices in the context of Colombia [Unpublished doctoral dissertation]. University of East London, United Kingdom.

Bonilla-Mora, M. I., & López-Urbina, J. P. (2021). Local Epistemological Perceptions that Underlie EFL Literature and Teaching Practices in Colombia. HOW, 28(2), 11-31. https://doi.org/10.19183/how.28.2.598

Branschat, F. (2019). Maximizing Colombia’s Linguistic Capital with the Knowledge of Linguistic Imperialism and Linguistic Human Rights [Unpublished master’s dissertation]. Universidad Icesi, Cali, Colombia.

Castañeda-Londoño, A. (2018). Towards the exploration of English language in-service teachers’ ecologies of knowledges. In H. Castañeda-Peña et al., ELT local research agendas I (pp. 135-160). Editorial Universidad Distrital Francisco José de Caldas.

Castañeda-Londoño, A. (2021). Moving from What Do English Teachers know? to How Do English Teachers Experience Knowledge? A Decolonial Perspective in the Study of English Teachers’ Knowledge. GIST – Education and Learning Research Journal, 22, 75–101. https://doi.org/10.26817/16925777.1002

Castañeda-Peña, H. (2018). Structuralist, postructuralist and decolonial identity research in English language teaching and learning: A reflection problematizing the field. In H. Castañeda-Peña et al., ELT local research agendas I (pp. 17-34). Editorial Universidad Distrital Francisco José de Caldas.

Cruz Arcila, F. (2018). The wisdom of teachers’ personal theories: Creative ELT practices from Colombian rural schools. Profile: Issues in Teachers’ Professional Development, 20(2), 65-78.

Estacio Barrios, A. M. (2017). A Decolonial Perspective of the Native and Non-native Dichotomy in English Textbooks [Unpublished master’s dissertation]. Universidad Distrital Francisco José de Caldas, Bogota, Colombia.

Fals Borda, O. (1925-2008). Una sociología sentipensante para América Latina. Victor Manuel Moncayo Compilador. Siglo del Hombre Editores y CLACSO, (2009).

González Moncada, A. (2009). On Alternative and Additional Certifications in English Language Teaching: The Case of Colombian EFL Teachers’ Professional Development. Íkala, 14(2), 183-209.

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

Guerrero Nieto, C. H., & Quintero Polo, Á. H. (2009). English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education. Profile: Issues in Teachers’ Professional Development, 11(2), 135-150.

Guerrero, C. H. (2018). Problematizing ELT education in Colombia: Contradictions and possibilities, globalization and the emergence of emancipatory discourses. In H. Castañeda-Peña et al., ELT local research agendas I (pp. 121-132). Editorial Universidad Distrital Francisco José de Caldas.

Hurie, A. H. (2018). English for Peace? Coloniality, Neoliberal ideology, and Discursive Expansion in Colombia Bilingüe. Íkala, 23(2), 333-354. https://doi.org/10.17533/udea.ikala.v23n02a09

Le Gal, D. (2018). ELT in Colombia: A necessary paradigm shift. Matices, 0(12), https://doi.org/10.15446/male.n12.73267

Martínez Boom, A. (2004). Hacia un atlas de la pedagogía en Colombia. Revista Alternativas, 35-36, 171-184.

Mejía Jiménez, M. R. (2011). Educaciones y pedagogías críticas desde el sur. Cartografía de la Educación popular. Editorial Quimantú.

Mignolo, W. (2000). Local histories/global designs: Essays on the coloniality of power, subaltern knowledges and border thinking. Princeton: Princeton University Press.

Mignolo, W. (2013). Geopolítica de la sensibilidad y del conocimiento. Sobre (de) colonialidad, pensamiento fronterizo y desobediencia epistémica. Revista de Filosofía, 74, 7-23.

Mignolo, W. D., & Walsh, C. (2018). On decoloniality: Concepts, analytics, praxis. Duke University Press.

Moncada Linares, S. (2016). Othering: Towards a Critical Cultural Awareness in the Language Classroom. HOW, 23(1), 129-146. https://doi.org/10.19183/how.23.1.157

Núñez-Pardo, A. (2020). Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks. HOW, 27(2), 113-133. https://doi.org/10.19183/how.27.2.566

Qin, Y. (2018). A multiverse of knowledge: Cultures and IR theories. The Chinese Journal of International Politics, 11(4), 415–434. https://doi.org/10.1093/cjip/poy015

Quintero Polo, A. H. (2019). From utopia to reality: Trans-formation of pedagogical knowledge in English language teacher education. Profile: Issues in Teachers’ Professional Development, 21(1), 27-42.

Romero Pinto, M. A. (2013). The Effects of Linguistic Imperialism in the EFL Classroom. Enletawa Journal, (3 Jan). https://doi.org/10.19053/2011835X.1945

Saavedra, C. M., & Pérez, M. S. (2018). Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism. Policy Futures in Education, 16(6), 749–763. https://doi.org/10.1177/1478210317751271

Schmitz, J. R. (2017). English as a Lingua Franca: Applied Linguistics, Marxism, and Post-Marxist theory. Revista Brasileira de Lingüística Aplicada, 17(2), 335-354.

Soto-Molina, J. E., & Méndez, P. (2020). Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses. HOW, 27(1), 11-28. https://doi.org/10.19183/how.27.1.521

Ubaque-Casallas, D. F. (2021). Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT. HOW, 28(2), 33-52. https://doi.org/10.19183/how.28.2.604

Usma Wilches, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123-141.

Vásquez-Guarnizo, J., Chía-Ríos, M., & Tobar-Gómez, M. F. (2020). EFL Students’ perceptions on Gender Stereotypes through their Narratives. GIST – Education and Learning Research Journal, 21, 141–166. https://doi.org/10.26817/16925777.836