Agendas Críticas de la Enseñanza del Inglés (ELT) desde el Territorio: Recordando el Pasado, Explorando el Presente, y Proyectando el Futuro
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El campo de la enseñanza del inglés en Colombia (ELT) ha avanzado consistentemente hacia el establecimiento de un área de conocimiento orientada sociocultural y socio críticamente. Mientras que en años anteriores el ELT a nivel nacional se centraba en el desarrollo y fomento de las habilidades comunicativas de los estudiantes de inglés como lengua extranjera (EFL) derivadas de posturas principalmente cognitivas y tradicionales, se observa que, desde la inserción de pedagogías y teorías críticas, el enfoque del campo ha cambiado para adaptarse mejor a lo que sucede en los contextos inmediatos donde tiene lugar la enseñanza del inglés. En otras palabras, el campo de la enseñanza del inglés ha asumido una visión más sensible al contexto, a través de la cual los territorios y sus prácticas inherentes se han incorporado. Considerando este panorama, en el marco de este artículo presentamos un análisis de cómo la enseñanza del inglés ha venido cambiando en los últimos años, al mismo tiempo que contemplamos prácticas actuales y posibles futuros escenarios. Al profundizar en el desarrollo histórico la enseñanza del inglés en Colombia y al enfatizar en lo que hemos denominado “enseñanza crítica del inglés desde los territorios”, a través del cual fusionamos principios de justicia social, alfabetización crítica y el inglés como lengua franca, este artículo examina críticamente los factores que han moldeado la educación en inglés en el pasado de Colombia, mientras consideramos, a su vez, posibles futuros caminos. La reflexión crítica propuesta en este artículo ofrece perspectivas que puedan nutrir enfoques más sensibles y efectivos para la educación en inglés, no solo en Colombia, sino en el mundo.
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