Promoting learner autonomy is relevant in the field of applied linguistics due to the multiple benefits it brings to the process of learning a new language. However, despite the vast array of research on how to foster autonomy in the language classroom, it is difficult to find step-by-step processes to design syllabi and curricula focused on the development of learner autonomy. This paper presents a model of a successful English course, implemented at Universidad del Valle (Colombia), which is expected to serve as a practical guide to articulate the stages of design, implementation, and evaluation of an autonomy-fostering syllabus.Key words: Independent learning, learner autonomy, learning strategies, self-access centers, syllabus design.La pro mo ción de la au to no mía del apren diz es re le van te en el cam po de la lin güís ti ca apli ca da, dados los múl ti ples be ne fi cios que trae en el apren di za je de una nue va len gua. Sin em bar go, a pe sar de la gran can ti dad de in ves ti ga cio nes so bre cómo pro mo ver la au to no mía en el aula de len guas, es di fí cil en- con trar pro ce sos "paso a paso" para di se ñar cur sos cen tra dos en el de sa rro llo de la au to no mía. Este artícu lo pre sen ta un mo de lo de cur so de in glés, im ple men ta do con éxi to en la Uni ver si dad del Va lle (Co lom bia), que se es pe ra sir va como guía prác ti ca para ar ti cu lar las eta pas de diseño, implementación y evaluación de un syllabus que promueva la autonomía.Pa la bras cla ve: au to no mía del apren diz, apren di za je in de pen dien te, cen tros de au toac ce so, di seño de sylla bus, es tra te gias de aprendizaje.

This reflection article derives from the discussions and argumentative sessions that took place at the heart of a doctoral seminar on Decolonial Theories. With this paper, the author intends a twofold purpose: on the one hand, to present his perceptions about the literature analyzed and discussed along the seminar, and on the other, to shed light on how such literature can have a positive impact on the curricula of Foreign Language Teacher Education Programs. The ideas that the author puts forward are the product of discussions with colleagues and teachers; in that sense, the arguments presented here are open to further scrutiny and academic dialogue with other scholars. It is hoped that this article contributes to the current discussions on the construction of curricula, the teaching of foreign languages from an emancipatory perspective, and the search for social justice in education.

This paper showcases a literature review in 13 Colombian refereed journals, covering the last decade, from 2011 to 2021. Data were collected from the virtual platforms where each journal hosts published issues. A thematic analysis was conducted with the sample of papers. The purpose of the review was twofold. On the one hand, it aimed at establishing the main research concerns of Colombian scholars regarding the place of culture in the context of Foreign Language Teacher Education programs. On the other hand, the review aimed at exploring the implications for curriculum design in Colombia that can be drawn from culture-related literature produced by scholars in the last decade. Results suggest that the treatment of culture-related issues in Foreign Language Teacher Education programs has gained currency, although scholarship in the last decade has mainly focused on a diagnostic stage.

ArtículosDesarrollo de la competencia comunicativa intercultural a través del trabajo con una obra literaria* Development of the Intercultural Communicative Competence by Working with Literary Works Desenvolvimento da competência comunicativa intercultural através do trabalho com uma obra literária Este artículo reporta una experiencia de creación de materiales para el abordaje de una obra literaria en un curso de inglés avanzado, y propone una reexión sobre los elementos que se pueden tener en cuenta para la promoción y desarrollo de la competencia comunicativa intercultural (CCI) a partir de la literatura. Para tal n se analizó un material compuesto por 84 actividades diseñado para guiar la lectura de la novela Americanah, de Chimamanda Adichie (2014). Las reexiones a partir de tal análisis ponen de maniesto la necesidad de que los docentes estudien con detenimiento sus prácticas de creación de materiales, de manera que identiquen propósitos, posturas ideológicas implícitas y oportunidades pedagógicas para la promoción de la CCI. Palabras clave: competencia comunicativa intercultural, literatura, diseño de materiales, lenguas extranjeras. Abstract:is article reports an experience of creating materials to approach a literary work in an advanced English course. It also proposes a reection on the elements that can be considered in the promotion and development of the intercultural communicative competence (ICC) based on the literature. To do so, a material consisting of 84 activities designed to guide the reading of the novel Americanah by Chimamanda Adichie (2014) was analyzed. e reections from this analysis expose the need that the teachers study in depth their creation of materials, in order to identify purposes, implicit ideological stances and pedagogical opportunities to promote the ICC. Keywords: intercultural communicative competence, literature, design of materials, foreign languages. Resumo:Este artigo relata uma experiência de criação de materiais para abordar uma obra literária em um curso de inglês avançado e propõe uma reexão sobre os elementos que podem ser levados em conta para promoção e desenvolvimento da competência comunicativa intercultural (CCI) a partir da literatura. Para Isso analisou-se um material composto por 84 atividades destinado a orientar a leitura do romance Americanah, de Chimamanda Adichie (2014). As reexões a partir dessa análise põem de manifesto a necessidade dos docentes estudar com cuidado as suas práticas de criação de materiais, a m de identicar propósitos, posturas ideológicas implícitas e oportunidades pedagógicas para a promoção da CCI. Palavras-chave: competência comunicativa intercultural, literatura, desenho de materiais, línguas estrangeiras.

Este artículo reporta los resultados de un estudio de caso de corte descriptivo-interpretativo en el curso de Escritura Creativa en Inglés, que hace parte de un programa de Licenciatura en Lenguas Extranjeras. El objetivo principal fue describir las revisiones hechas por estudiantes y establecer, por un lado, en qué aspectos del texto se enfocan, y por otro cómo se posicionan los estudiantes en su rol de revisores. El corpus, constituido por 46 revisiones escritas por 25 estudiantes durante el primer semestre de 2020, fue sometido a un análisis temático. Los resultados sugieren que, en este caso, las revisiones trascendieron el foco tradicional de la corrección lingüística y se centraron en aspectos globales y estilísticos del texto tales como la construcción de personajes y la construcción de audiencia.