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Mackenzie, Lee – Current Issues in Language Planning, 2023
Many higher education (HE) systems in the Global South have prioritised English language education (ELE), including in Colombia where English has become the dominant foreign language of HE. However, little is known about its effects on the lives of HE students from low-income backgrounds. Addressing this knowledge gap is critical to ensure that…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Higher Education
Luis F. Cisneros – HOW, 2024
Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various…
Descriptors: Second Language Learning, English (Second Language), Learning Processes, Psychological Patterns
Will Baker; Sonia Morán Panero; José Aldemar Álvarez Valencia; Sami Alhasnawi; Yusop Boonsuk; Phuong Le Hoang Ngo; Maritza M. Martínez-Sánchez; Norbella Miranda; Gloria J. Ronzón-Montiel – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Variation
Sarah Shulist; Tania Granadillo – Language Documentation & Conservation, 2022
Linguistic and anthropological research has demonstrated that language ideologies play a complex role in contexts of language endangerment, as well as in revitalization initiatives. In this paper, we articulate some central ways in which these beliefs and interests can translate into significant barriers to successful language revitalization.…
Descriptors: Language Planning, Language Attitudes, Language Research, Documentation
Adriana Montoya; Doris Correa – PROFILE: Issues in Teachers' Professional Development, 2024
This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers' websites, social media, and recruitment materials. Data were analyzed using content and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Paula Vanessa Bello; Melba Libia Cárdenas – PROFILE: Issues in Teachers' Professional Development, 2024
This exploratory case study analyzes Colombian university students' experiences as English users during international mobility. Data collected through surveys and interviews were examined based on content analysis and principles of grounded theory. The students' self-perceived English proficiency and communicative performance before and during…
Descriptors: Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
Mora, Raúl Alberto – GIST Education and Learning Research Journal, 2022
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…
Descriptors: Equal Education, English (Second Language), Second Language Learning, Second Language Instruction
Mackenzie, Lee – Current Issues in Language Planning, 2022
This article critically analyses the extent to which research in the field of English and development in the global South supports the claim that English can contribute to development. Particular reference is made to the Colombian context, which, along with several other countries in Latin America, has prioritised English language teaching in…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Planning
Weyers, Joseph R. – Hispania, 2021
"Vos" is regularly used in "paisa" (of Antioquia) Spanish, although written "vos" is considered non- normative. Recent research shows an augmented presence of written "vos" in public domains (Weyers 2016a, 2016b), which is viewed favorably by a majority of "paisas" (Weyers, forthcoming). So, what…
Descriptors: Spanish, Language Attitudes, Teacher Attitudes, Language Teachers
Cruz Arcila, Ferney; Solano-Cohen, Vanessa; Rincón, Ana Cecilia; Lobato Junior, Antonio; Briceño-González, María – Current Issues in Language Planning, 2022
In the context of an undergraduate program in modern languages that includes the learning of French, Italian, Portuguese, and German in addition to English, this paper problematizes anglonormativity; that is, the dominant discourses of English as the taken-for-granted language of development. From the particular context of Colombia, where the…
Descriptors: Modern Languages, English (Second Language), Second Language Learning, Second Language Instruction
Ramírez-Lizcano, Natalia; Cabrera-Tovar, María Alejandra – PROFILE: Issues in Teachers' Professional Development, 2020
This phenomenological study explores students' perceptions about the relationship between foreign language learning and culture when using telecollaboration. Three main concerns underlie this work: the lack of studies that explore how students perceive the relationship between foreign language learning and culture in the local context, the need to…
Descriptors: Foreign Countries, Elementary School Students, Grade 6, Student Attitudes
Heidt, Esther Bettney – Teachers College Record, 2023
Background: In recent years, scholars and educators have criticized exclusionary language ideologies and policies within international schools. International schools often emphasize proficiency in English as a language of power instead of valuing students' and teachers' dynamic multilingual practices. Focus of Study: Although oppressive language…
Descriptors: Language Attitudes, International Schools, Language Usage, Equal Education
Gómez-Giraldo, John Steven – HOW, 2022
This action research study sought to foster dialogic action through the expansion of English language learners' communicative repertoires in a 6th-grade class at a public school in a Colombian town. During the first action research cycle, the restricted concept of communication of the grammar based syllabus and the competitive and violent…
Descriptors: Action Research, English (Second Language), Second Language Learning, Second Language Instruction
Campos Campos, Maria Paula; Roa, Stephany Garzón; Méndez, Maria Paula; Castañeda Trujillo, Jairo Enrique – GIST Education and Learning Research Journal, 2021
The personal experiences of three of the authors of this document as Au Pairs in the United States exposed some issues related to social justice and discrimination that made the participants reflect on their identity as speakers and future teachers of English. This article shares, analyzes and interprets these reflections collaboratively in search…
Descriptors: Exchange Programs, Language Teachers, Language Variation, Foreign Countries
Bonilla-Mora, Martha Isabel; López-Urbina, Johanna Patricia – HOW, 2021
This study aims to understand the local and updated epistemological perceptions of the teaching and learning of English as a foreign language (EFL) in Colombia from the voices of English language university teachers. This qualitative research emerges as part of a hermeneutical perspective which allowed the authors to analyze experiences,…
Descriptors: Epistemology, English (Second Language), Second Language Learning, Second Language Instruction
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