Eighteen Colombian English teachers participated in a course with an emphasis on gender and foreign language teaching in a Master's program in Bogotá. This text describes the design, implementation, and the learning in this educational experience. The analysis of the course was based on a view of learning as a process of participation rooted in the praxis of English teachers' classrooms. This experience reveals that gender is a relevant category in the frame of English language teacher education as it provides teachers with tools from a broader social and educational perspective. This reflection also leads to implications for teachers' practices with a gender perspective.Key words: English teachers, gender and foreign language education, language teacher education, learning, participation.Dieciocho profesores de inglés participaron en un curso con énfasis en género y la enseñanza de lengua extranjera, en el marco de un programa de maestría en Bogotá. Este texto describe el diseño, la implementación y los aprendizajes que surgen en esta experiencia educativa. El análisis del curso se basa en una comprensión del aprendizaje como el resultado de un proceso de participación en la práctica de la enseñanza de los docentes. Esta experiencia revela que género es una categoría importante en el marco de la educación de la enseñanza del inglés, por cuanto aporta elementos desde una perspectiva social y educativa. Esta reflexión revela algunas implicaciones para la práctica de docentes sensibles a la categoría género.Palabras clave: aprendizajes, educación de docentes de inglés, género y educación en lengua extranjera, participación, profesores de inglés. 140Mojica & Castañeda-Peña Introduction One of the major commitments that the field of Education has assumed in the last decades worldwide is the incorporation of the gender perspective. Education is the means by which it is possible to reach gender equity 1 and foster gender justice and fairness (Connell, 2011; unesco, 2015). In this sense, Colombia, like many other countries around the world, has attempted actions such as improving access to education particularly for girls/women; however, this has not been enough to transform gender relations in the school. The school is considered one of the social places for the gendered cultural reproduction; therefore, it has been suggested that the gender perspective be incorporated into the teaching framework, the curricular contents of all subjects, and into all teachers' professional development (Alcaldía de Medellín & Subsecretaría de Planeación y Transversalización, 2010;Calvo, Rendón, & Rojas, 2006;Fuentes Vásquez & Holguín Castillo, 2006).Foreign language teaching contexts are not exempt from the responsibility of incorporating the gender perspective to help educational institutions battle gender inequities. These particular learning settings 2 also display that meanings related to gender turn, in many occasions, into sexist practices, hegemonic ideas, or differential treatments that disfavor students' learning experiences ...

This article describes some insights gained as a result of a pedagogical experience designed for Colombian ELT teachers with the objective of raising gender awareness in their teaching practices. Such experience derives from a gender-based graduate course offered in a master’s programme in Applied Linguistics to the teaching of English at a Colombian university. During the implementation of this course there were important reflections and insights that could be used for other English language teachers who are interested in adopting a gender view within their teaching practices. This article positions the practical learning of this experience as transformative practices, which aim at supporting in-service English language teachers within their learning process of this perspective. It is hoped that these practices will challenge traditional understandings of English language teacher education drawing on critical pedagogy to build a more explicit gender awareness in the ELT field.

This is a report on a finished research project that explores the cultural perceptions of children through tasks based on films in an English after-school program. This qualitative case study was carried out at a private school in Bogotá and it fostered students ́ active participation in the development of the classes and explored their cultural perceptions. The data collected revealed that this process of construction ofthe concept of culture was built by the learners from the different types of knowledge about the world, the practices, and the artifacts embedded in the community. As for the cultural perceptions that emerged in the data, these corresponded to the interpretations of students’ world and life experience.

This article describes the main findings of a Colombian case study in which an English language teacher, who was enrolled in a gender-based optional course, carries out small-scale research to understand gender in her ELT practices. The study aims at describing what and how English language teachers learn when they incorporate their gender consciousness in their teaching practices. The study focuses on Martha’s case who seeks to understand how her learning comes about when integrating the gender perspective in her educational practices and teaching context. The qualitative analysis indicates, among other things, that Martha becomes aware of how the dynamics of the hidden curriculum affect her students’ gender subjectivities. Through this learning process, Martha adopts discourses and practices to promote gender equity, eradicate differential treatments, and contribute positively to her students’ learning experience.