This article presents our narration of the emergence and development of a research area about the teaching and learning of the English language in Colombia and the creation of a research group named Critical Studies of Colombian Education Policies. The narration includes a description of the bilingual education policy in Colombia and a literature…

This article of reflection considers socio-political issues such as linguistic perialism, native speakerism, English as an International language, and appropriate teaching methodologies, which are currently contentious issues in the ELT community. Framed within a critical approach of applied linguistics, these issues are addressed in three…

The present research paper reports the results of a subjective needs analysis applied in a foreign languages institute at a private university in Colombia. For these students, it is mandatory to take English classes and to pass all the required English courses. In that sense, and after some years of teaching English, the foreign languages…

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,…

This article uses a classroom experience to exemplify ways in which students as social beings learn English as a foreign language in Colombia and how the teacher uses "trans[cultura]linguación". This is a process of making meaning during English-learning tasks while comparing specific linguistic variations as students learn about both…

This qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the…

Colombia, as other Latin American countries, has not been indifferent to the power of English as the language of business, international communication and academia. Since the end of the 20th century, there has been a great push in the country to promote the teaching of English: language policies have been formulated, ideal levels of proficiency…

This qualitative study explores how a group of preservice teachers make sense of task-based language teaching principles and characteristics, especially amidst remote instruction. We draw on the analysis of 13 preservice teachers' lesson plans and teaching guides as they transitioned from in-person to remote instruction during the COVID-19…

English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development…

This article reports on a descriptive study carried out in articles published in the "Profile: Issues in Teachers' Professional Development" journal that deal with inclusive education in English language teaching in Colombia. The study embraced documentary research and critical discourse analysis which helped us identify trends in…

Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural perspective, during the first semester of a language teacher education program in Colombia. It also reports the…

This study reports the contextual Language Assessment Literacy (LAL) of five Colombian English language teachers. Two semi-structured interviews and reflective journals were used for data collection. The findings show that the teachers used varied traditional and alternative assessment instruments, assessed language and non-language constructs,…

This paper describes the process English as a foreign language university students and their teacher underwent when engaging in critical literacy practices. Interviews, focus groups, questionnaires, students' artifacts, and the teacher's journal were used to collect data in this study. Findings suggest that when students engage in critical…

This article reports on a study aimed at exploring inclusive policies in the teaching of English as a foreign language in Colombia, as evidenced in the articles published in the "PROFILE" Journal by Colombian authors. The use of the documentary research method and critical discourse analysis showed that some policies--mainly The National…

This article reports the findings of a qualitative interpretive research study that explored the social representations children have about the teaching and learning of English as a foreign language in elementary schools in Medellín, Colombia. Sixty children in first, third, and fifth grades of public and private schools participated in the study.…