Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia

Este estudio explora el impacto de la Pedagogía Crítica (PC) en la conceptualización del bilingüismo y las prácticas pedagógicas de futuros docentes de inglés dentro de un curso de Educación Bilingüe en Bogotá, Colombia. Tradicionalmente, la enseñanza del inglés se ha enmarcado en enfoques instrumen...

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Autores:
Rojas Rodriguez, Daniel Hernando
Alviar Rueda, Elvia Jimena
Narváez Galvis , Byron Leonardo
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/14312
Acceso en línea:
https://hdl.handle.net/20.500.12495/14312
Palabra clave:
Pedagogía crítica
Educación bilingüe
Identidad docente
Enseñanza del inglés en Colombia
Enseñanza transformadora
370.1175
Critical Pedagogy
Bilingual education
Teacher identity
ELT in Colombia
Transformative teaching
Rights
License
Atribución-NoComercial-CompartirIgual 4.0 Internacional
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repository_id_str
dc.title.none.fl_str_mv Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
dc.title.translated.none.fl_str_mv Reimaginando la educación bilingüe: la pedagogía crítica como camino hacia prácticas transformadoras de enseñanza del inglés como lengua extranjera (ELT) en Colombia
title Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
spellingShingle Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
Pedagogía crítica
Educación bilingüe
Identidad docente
Enseñanza del inglés en Colombia
Enseñanza transformadora
370.1175
Critical Pedagogy
Bilingual education
Teacher identity
ELT in Colombia
Transformative teaching
title_short Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
title_full Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
title_fullStr Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
title_full_unstemmed Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
title_sort Reimagining bilingual education: critical pedagogy as a path to transformative ELT practices in Colombia
dc.creator.fl_str_mv Rojas Rodriguez, Daniel Hernando
Alviar Rueda, Elvia Jimena
Narváez Galvis , Byron Leonardo
dc.contributor.advisor.none.fl_str_mv Rojas Rodriguez, Daniel Hernando
dc.contributor.author.none.fl_str_mv Rojas Rodriguez, Daniel Hernando
Alviar Rueda, Elvia Jimena
Narváez Galvis , Byron Leonardo
dc.contributor.orcid.none.fl_str_mv https://orcid.org/0009-0009-5653-1234
https://orcid.org/0000-0002-3661-0287
https://orcid.org/0009-0002-9073-7243
dc.subject.none.fl_str_mv Pedagogía crítica
Educación bilingüe
Identidad docente
Enseñanza del inglés en Colombia
Enseñanza transformadora
topic Pedagogía crítica
Educación bilingüe
Identidad docente
Enseñanza del inglés en Colombia
Enseñanza transformadora
370.1175
Critical Pedagogy
Bilingual education
Teacher identity
ELT in Colombia
Transformative teaching
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Critical Pedagogy
Bilingual education
Teacher identity
ELT in Colombia
Transformative teaching
description Este estudio explora el impacto de la Pedagogía Crítica (PC) en la conceptualización del bilingüismo y las prácticas pedagógicas de futuros docentes de inglés dentro de un curso de Educación Bilingüe en Bogotá, Colombia. Tradicionalmente, la enseñanza del inglés se ha enmarcado en enfoques instrumentalistas y monoglósicos que han priorizado la proficiencia lingüística sobre la conciencia crítica. A través de un estudio de caso cualitativo, se recopilaron datos mediante grupos focales, notas de campo, portafolios digitales y una serie de pódcast. Los hallazgos revelan una transformación en tres etapas: (1) reconceptualización del bilingüismo, (2) reimaginación de las prácticas de enseñanza del inglés, y (3) implementación de metodologías basadas en PC. Mediante el aprendizaje dialógico y tareas basadas en solución de problemas, el curso permitió que los participantes desafiaran modelos hegemónicos y promovieran una enseñanza del inglés inclusiva, basada en la cultura y socialmente justa.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-05-13T13:12:48Z
dc.date.available.none.fl_str_mv 2025-05-13T13:12:48Z
dc.date.issued.none.fl_str_mv 2025-05
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.type.coarversion.none.fl_str_mv https://purl.org/coar/version/c_ab4af688f83e57aa
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12495/14312
dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
dc.identifier.repourl.none.fl_str_mv repourl:https://repositorio.unbosque.edu.co
url https://hdl.handle.net/20.500.12495/14312
identifier_str_mv instname:Universidad El Bosque
reponame:Repositorio Institucional Universidad El Bosque
repourl:https://repositorio.unbosque.edu.co
dc.language.iso.fl_str_mv eng
language eng
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spelling Rojas Rodriguez, Daniel HernandoRojas Rodriguez, Daniel HernandoAlviar Rueda, Elvia JimenaNarváez Galvis , Byron Leonardohttps://orcid.org/0009-0009-5653-1234https://orcid.org/0000-0002-3661-0287https://orcid.org/0009-0002-9073-72432025-05-13T13:12:48Z2025-05-13T13:12:48Z2025-05https://hdl.handle.net/20.500.12495/14312instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEste estudio explora el impacto de la Pedagogía Crítica (PC) en la conceptualización del bilingüismo y las prácticas pedagógicas de futuros docentes de inglés dentro de un curso de Educación Bilingüe en Bogotá, Colombia. Tradicionalmente, la enseñanza del inglés se ha enmarcado en enfoques instrumentalistas y monoglósicos que han priorizado la proficiencia lingüística sobre la conciencia crítica. A través de un estudio de caso cualitativo, se recopilaron datos mediante grupos focales, notas de campo, portafolios digitales y una serie de pódcast. Los hallazgos revelan una transformación en tres etapas: (1) reconceptualización del bilingüismo, (2) reimaginación de las prácticas de enseñanza del inglés, y (3) implementación de metodologías basadas en PC. Mediante el aprendizaje dialógico y tareas basadas en solución de problemas, el curso permitió que los participantes desafiaran modelos hegemónicos y promovieran una enseñanza del inglés inclusiva, basada en la cultura y socialmente justa.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis study explores the impact of Critical Pedagogy (CP) on pre-service English teachers' conceptualizations of bilingualism and pedagogical practices within a Bilingual Education course in Bogotá, Colombia. Traditionally, English Language Teaching (ELT) has been framed through instrumentalist and monoglossic approaches that emphasize language proficiency over critical thinking. Using a qualitative case study approach, data were collected through focus groups, field notes, digital portfolios, and a podcast series. Findings reveal a three-stage transformation: (1) a reconceptualization of bilingualism, (2) a reimagination of ELT practices, and (3) an actual implementation of CP-based methodologies in ELT classes. By fostering dialogic learning and problem-solving tasks, the course enabled pre-service teachers to challenge hegemonic ELT models and advocate for inclusive, equity-driven and culturally-based language education.application/pdfAtribución-NoComercial-CompartirIgual 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertahttp:/purl.org/coar/access_right/c_abf2/http://purl.org/coar/access_right/c_abf2Pedagogía críticaEducación bilingüeIdentidad docenteEnseñanza del inglés en ColombiaEnseñanza transformadora370.1175Critical PedagogyBilingual educationTeacher identityELT in ColombiaTransformative teachingReimagining bilingual education: critical pedagogy as a path to transformative ELT practices in ColombiaReimaginando la educación bilingüe: la pedagogía crítica como camino hacia prácticas transformadoras de enseñanza del inglés como lengua extranjera (ELT) en ColombiaLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAllweiss, A., Howell-Shields, D., & Grant, C. A. (2024). “I Feel Like I Belong, and I Know Why I Belong”: An Intersectional Identity-Affirming Counterspace. Urban Education (Beverly Hills, Calif.). https://doi.org/10.1177/00420859241293091Alsup, J. (2018). Teacher identity discourse as identity growth: Stories of authority and vulnerability. Research on teacher identity: Mapping challenges and innovations, 13-23. DOI: 10.1007/978-3-319-93836-3_2Baker, C. (2006). Foundations of Bilingual Education and Bilingualism. (Fourth Edition). Clevedon: Multilingual Matters.Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia's foreign language education policy. Profile Issues in Teachers Professional http://dx.doi.org/10.15446/profile.v18n1.51996Bourdieu, P. (2018). Cultural reproduction and social reproduction. In Knowledge, education, and cultural change (pp. 71-112). Routledge.Bukor, E. (2015). 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