Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion

Mora, Raúl Alberto; Chiquito, Tatiana; Zapata, Julián David

doi:10.1007/978-3-030-05496-0_4

Cited by 11 publications

(10 citation statements)

References 34 publications

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“…After my return to Colombia from my graduate studies back in 2010, I have devoted a considerable part of my scholarship (Mora, 2011(Mora, , 2012(Mora, , 2013(Mora, , 2014e, 2015Mora, et al, 2019) to question the inherent social and curricular inequities that the notion of EFL entails. Let us begin from the very notion of "foreign": EFL is problematic even from the actual definition of "foreign" (Mora, 2012(Mora, , 2013.…”

Section: First Moment: (Re)problematizing Eflmentioning

confidence: 99%

Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

Mora

2022

GIST

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Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.

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Section: First Moment: (Re)problematizing Eflmentioning

confidence: 99%

Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

Mora

2022

GIST

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“…Colombian education faculties then began adopting these aspects for their elt-program curricula; aspects that the men has reinforced with the National Bilingual Program since 2004 (Colombia Aprende, n.d.). Therefore, in these programs ite seeks to foster student-teachers' pedagogical and content knowledge, the learning of English to improve life quality, the development of consistent standards for elt, and the enhancement of ongoing professional development (González-Moncada, 2010;Guerrero-Nieto & Quintero-Polo, 2009;Mora et al, 2019;Usma-Wilches, 2009).…”

Section: Initial Teacher Educationmentioning

confidence: 99%

Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program

Lucero-Babativa¹,

Cortés-Ibañez²

2021

Profile: Issues Teach. Prof. Dev.

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The research study shows how pedagogical practicum is conceived, and how student-teachers are constructed as language teachers, within the discourses spoken in the initial meetings and institutional documents of pedagogical practicum in an English language teaching undergraduate program in Bogota, Colombia. The discourses were analyzed under the principles of ethnography of communication and linguistic ethnography. This study affords insights into a contributory conception of pedagogical practicum and into an institutional image and a teacher’s figure of student-teachers. Pedagogical practicum contains several academic, professional, and experiential aspects that configure this space with established (pre-) requisites, tasks, and roles for student-teachers; these aspects in turn start constructing these individuals with particular manners of must-be and must-do.

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“…I believe that constantly questioning what we mean by these terms and how they come into play in everyday classrooms is necessary to avoid turning these terms into commonplace ones. Raising questions about notions such as bilingualism (Mora, 2014d;Mora & Golovátina-Mora, 2011;Mora et al, 2019) or the EFL/ESL binary (Mora, , 2013(Mora, , 2017b(Mora, , 2019Mora & Golovátina-Mora, 2017a) is urgent and necessary. I have been particularly adamant about the need to problematize and transcend (Mora, 2017b(Mora, , 2019 the traditional framing of English as either a second or foreign language.…”

Section: Acronyms Framework and Terms We Hold Near And Dearmentioning

confidence: 99%

“…Most recently, critical literacy (Mora, 2014c) has become a topic of extended interest in our field (see Mora, Cañas, Gutiérrez-Arismendy, Ramírez, Gaviria, & Golovátina-Mora, 2021, for an extended review). This interest has particularly emerged in teacher education (see Ramírez, 2020Ramírez, , 2021, for a meta-analysis of the field) as pre-service and in-service teachers are raising new questions about what we do and how to infuse our work within stronger views of social justice (Ortega, 2019;Sierra Piedrahita, 2016) and equitable frameworks in our policies and instructional practices (Mora, Chiquito, & Zapata, 2019).…”

Section: Introductionmentioning

confidence: 99%

Criticality and English Language Education: An Autoethnographic Journey

Mora

2021

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This article, relying on a series of epiphanies throughout my journey as a researcher and scholar-activist, shares my relationship with criticality and how it has guided my research and teaching agendas. I share how critical theories have informed my main research areas and the questions and issues I have raised in my own work. The article also discusses my main scholarly influences and how my interactions with varied literature, mentors, and colleagues have shaped my own criticality. I also take a moment to reflect on how this journey has helped the field of language education in Colombia to continue with the evolution toward stronger critical and social justice-oriented frameworks and how I see my changing positionality as mentor and ally of colleagues and the future cadres of scholars moving forward.

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Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion

Cited by 11 publications

References 34 publications

Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE

Pedagogical Practicum and Student-Teachers Discursively Conceived in an ELT Undergraduate Program

Criticality and English Language Education: An Autoethnographic Journey

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