ELT policy interpretations and translations in rural Colombia

Arcila, Ferney Cruz

doi:10.1080/14664208.2017.1377903

Cited by 6 publications

(6 citation statements)

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“…That is, teachers' alternative notions of professional success do not necessarily imply moving completely away from policy requirements. External pressures such as national examinations and school rankings do have an effect on teachers' practices and thus on their sense of professional being (see Cruz-Arcila, 2018a).…”

Section: Self-identificationsmentioning

confidence: 99%

“…This paper discusses the results of research aimed at examining the ways in which rural English language teachers in Colombia configure their practices and professional identities in light of two groups of factors: (a) the national elt policy (its architecture, goals, and demands) and (b) the teachers' rural sociocultural contexts (social issues and the communities' values, problems, possibilities, and aspirations). Analyses on the configuration of practices and what it takes to teach English in rural Colombia have already been published (see Cruz-Arcila, 2018a, 2018b. The current analysis focuses particularly on the construction of professional identities.…”

Section: Introductionmentioning

confidence: 99%

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Rural English Language Teacher Identities: Alternative Narratives of Professional Success

Arcila

2020

Íkala

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This paper problematizes the notion of professional success in English language teaching as constructed in language policy in Colombia. This is done by examining one of the most underexplored social diversities in the field: rural schools. Stemming from a narrative study on how rural English language teachers configure their professional identities vis-à-vis the situated circumstances of their work settings and external pressures, this analysis shows that teachers’ sense of professional success is negotiated in creative, complex, and multiple—although not always consistent—ways, which represent alternative constructions of good teaching to those promulgated in policy. It is argued, then, that a reconfiguration of the belief systems of what teachers should know and do is necessary

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Section: Self-identificationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Rural English Language Teacher Identities: Alternative Narratives of Professional Success

Arcila

2020

Íkala

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“…There are few opportunities for academics to generate sustainable technological innovation, including the practice of the acquired knowledge (Arcila, 2018). In the same way, for an innovative idea to achieve the desired success, it takes much more than technical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Teaching Entrepreneurship in the Agricultural Sciences: The Practical Case of the Empreenda Agro Sustentável Program

Santos

Holanda

Pedrotti

et al. 2021

JSE

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This project aimed to develop the development of sustainable innovation and entrepreneurship through educational actions aimed at rural companies, using the Empreenda Agro Sustentável University Extension Program as a promotion tool. In order to contemplate the proposed objective, workshops roundtables were adopted as a method, aiming at the dissemination of agile management values and techniques and the promotion of entrepreneurship, to stimulate business in rural production. Through the Empreenda Agro Sustentável Program, based on the form of active methodologies, teams of students discussed and sophisticated ideas in start-up model designs, resulting in scalable and negotiable businesses in rural areas. Through the Empreenda Agro Sustentável Program, based on the study of active methodologies, 15 teams discussed and matured ideas in start-up designs. The participants who were involved in each of the stages (workshops) boosted their entrepreneurial visions by contacting methodologies that are not yet included in the regular academic content of undergraduate courses in agrarian sciences. This research presents an important discussion about active education methodologies as a university development program and the interdisciplinarity between the areas of agrarian sciences and the development of entrepreneurial science.

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“…Other papers drawing from the same study have shown how teaching English in rural Colombia can be quite a challenging endeavour, especially in light of cultural and economic social arrangements existing in the country (Cruz Arcila, 2017b). They have also shown how classroom practices are negotiated with policy demands in creative and sometimes unexpected ways in an attempt to "make English fit", that is, to negotiate between what is asked from them and what they deem feasible and important (Cruz Arcila, 2017a).…”

Section: Personal Theories Informing Teachers' Practicesmentioning

confidence: 99%

“…Ironically, mindfulness of these issues, in a sense, has contributed to making matters worse as in addition to these social issues of economic redistribution, rurality has also come to experience some sort of "cultural misrecognition" (Fraser, 1997). Following Fraser (1997), this is the case because these ideas have come to fuel a palpable "denigration" and subsidiary role given to rural lifestyles and peoples, who tend to be viewed as of lower status and backward (Cruz Arcila, 2017b).…”

Section: Introductionmentioning

confidence: 99%

The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools

Arcila

2018

Profile: Issues Teach. Prof. Dev.

Self Cite

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Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers' narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers' own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised.Key words: Critical pedagogy, English language teaching practices, teacher knowledge, rural contexts.Partiendo de un estudio sobre lo que conlleva enseñar inglés en Colombia rural considerando la política de enseñanza de inglés y los desafíos sociales de estos contextos, este artículo explora prácticas de enseñanza de inglés localmente construidas. A partir del análisis de narrativas de profesores y observaciones de campo, se discuten cuatro ejemplos de dichas prácticas. Éstos resaltan que intuitivamente los profesores tienden a sacar el máximo provecho de su experticia, los recursos limitados disponibles y los repertorios lingüísticos y culturales locales para ayudar a dar sentido al aprendizaje del inglés. Desde la perspectiva de enseñanza de lenguas como una práctica socialmente sensible, estos resultados muestran que el conocimiento experiencial y situacional de los profesores constituye una plataforma fuerte sobre la cual se desarrollan prácticas valiosas.Palabras clave: conocimiento docente, contextos rurales, pedagogía crítica, prácticas de enseñanza del inglés.

show abstract

ELT policy interpretations and translations in rural Colombia

Cited by 6 publications

References 24 publications

Rural English Language Teacher Identities: Alternative Narratives of Professional Success

Rural English Language Teacher Identities: Alternative Narratives of Professional Success

Teaching Entrepreneurship in the Agricultural Sciences: The Practical Case of the Empreenda Agro Sustentável Program

The Wisdom of Teachers’ Personal Theories: Creative ELT Practices From Colombian Rural Schools

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