Estado del Conocimiento de las Investigaciones sobre la Enseñanza y el Aprendizaje de Lenguas Extranjeras en Colombia (2011-2021)
DOI:
https://doi.org/10.15658/INVESTIGIUMIRE.231402.04Keywords:
aprendizaje, Colombia, enseñanza (Tesauros); lenguas extranjeras, revisión (palabras clave sugeridas por los autores).Abstract
O ensino de línguas estrangeiras na Colômbia tem recebido atenção durante os últimos 15 anos. Essa atenção se materializou em investimentos governamentais e em pesquisas da comunidade acadêmica. Contudo, são necessárias mais análises para que a comunidade acadêmica de Línguas Estrangeiras possa tomar decisões informadas e orientar esforços para melhorar a qualidade do ensino de línguas no país. Este trabalho revisa a literatura sobre os processos de ensino e aprendizagem de LE de 2011 a 2021. O objetivo do estudo é identificar tendências teóricas e metodológicas e áreas potenciais de desenvolvimento. Foram utilizadas diretrizes PRISMA para revisões sistemáticas e meta-análises. Após aplicação de critérios de inclusão, exclusão e relevância temática no Scopus, WoS (Web of Science), Publindex e Google Scholar, formamos uma amostra de 129 estudos. Os estudos selecionados mostram tendências em idioma, região de publicação, métodos de pesquisa e temas. Nossas conclusões indicam que a pesquisa em línguas estrangeiras na Colômbia está principalmente relacionada ao ensino de inglês. Há uma clara preferência por metodologias qualitativas e um foco predominante de pesquisa em tecnologia e temas associados. Há uma disparidade acentuada nos resultados da investigação regional, revelando desigualdades sistêmicas nas oportunidades e recursos disponíveis para a investigação académica e destacando a urgência de canalizar esforços para melhorar as regiões sub-representadas, garantindo que todas as áreas da Colômbia tenham uma posição equitativa no campo académico global.
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References
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Cadena-Aguilar, A. & Álvarez-Ayure, C. P. (2021). Self-and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students. Profile Issues in Teachers Professional Development, 23(2), 67-85.
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García-Botero, G. A., Nguyet, D., García-Botero, J., Zhu, C., & Questier, F. (2022). Aceptación y uso del aprendizaje de idiomas asistido por dispositivos móviles por parte de profesores de idiomas de educación superior. Lenguaje, 50(1), 66-92. https://doi.org/10.25100/lenguaje.v50i1.11006
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Gómez-Rodríguez, L. F. (2018). EFL learners’ intercultural competence development through international news. GIST–Education and Learning Research Journal, (16), 185-208. https://doi.org/10.26817/16925777.431
Granados-Beltrán, C. (2018). Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching. HOW, 25(1), 174–193. https://doi.org/10.19183/how.25.1.355
Guapacha- Chamorro, M. E. & Chaves Varón, O. (2023). EFL writing studies in Colombia between 1990 and 2020: A qualitative research synthesis. Profile: Issues in Teachers’ Professional Development, 25(1), 247–267. https://doi.org/10.15446/ profile.v25n1.94798
Guaqueta, C. A., & Castro-Garces, A. Y. (2018). The use of language learning apps as a didactic tool for EFL vocabulary building. English Language Teaching, 11(2), 61-71.
Guerrero-Nieto, C. H. & Quintero-Polo, Á. H. (2021). Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking. HOW, 28(3), 119–133. https://doi.org/10.19183/how.28.3.677
Herazo, J., Jerez, S., & Lorduy, D. (2012). Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilingüismo. Íkala, Revista de Lenguaje y Cultura, 17(2), 199-213. https://doi.org/10.17533/udea.ikala.11093
Herrera Molina, J & Portilla Quintero, B. (2021). Critical Pedagogy Trends in English Language Teaching. Colombian Applied Linguistics Journal, 23(2), 155-165. https://doi.org/10.14483/22487085.16732
Ibarra-Santacruz, D. & Martínez Ortega, D. (2018). Can Working Memory Strategies Enhance English Vocabulary Learning? How, 25(2), 29-47.
Le Gal, D. (2018). Enseñanza del inglés en Colombia: un necesario cambio de paradigma. Matices en Lenguas Extranjeras, (12). DOI: 10.15446/male.n12.73267
Ley 115 de 1994. Por la cual se expide la ley general de educación. 8 de febrero de 1994. D.O. No. 41214.
Li, Y. (2014). Seeking entry to the North American market: Chinese management academics publishing internationally. Journal of English for Academic Purposes,13, 41–52. https://doi.org/10.1016/j.jeap.2013.10.006
López-Navarro, I., Moreno, A.I., Quintanilla, M.Á. & Rey-Rocha, J. (2015). Why do I publish research articles in English instead of my own language? Differences in Spanish researchers’ motivations across scientific domains. Scientometrics, 103, 939–976. https://doi.org/10.1007/s11192-015-1570-1
Lopez-Pinzón, M. M., Ramirez-Contreras, O. & Vargas-Orozco, L. F. (2021). An Exploratory Study of Recent Trends in ELT Master's Programs: Insights from the Stakeholders. GIST – Education and Learning Research Journal, (22), 21–50. https://doi.org/10.26817/16925777.826
Lucero, E. & Castañeda-Londoño, A. (2021). Colombian ELT Community and Scholarship: Current Pathways and Potency. HOW, 28(3), 5-17. https://doi.org/10.19183/how.28.3.681
McGrath, L. (2014). Parallel language use in academic and outreach publication: A case study of policy and practice. Journal of English for Academic Purposes, 13, 5–16. https://doi.org/10.1016/j.jeap.2013.10.008
Mejía, A. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities. Colombian Applied Linguistics Journal, (8), 152–168. https://doi.org/10.14483/22487085.176
Mejía-Jiménez, M. R. (2011). Educaciones y pedagogías críticas desde el sur. Cartografía de la Educación popular. Editorial Quimantú.
Ministerio de Educación Nacional. (2006). Formar en lenguas extranjeras: Inglés ¡El reto! Imprenta Nacional.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mosquera Ayala, A. M. (2019). Tendencias investigativas en educación en Colombia: revisión documental. Sophia, 15(1), 1-4. https://doi.org/10.18634/sophiaj.15v.1i.908
Mosquera, Ó.A., Cárdenas, M. L. and Nieto, M. C. (2018). Pedagogical and Research Approaches in Inclusive Education in ELT in Colombia: Perspectives from Some Profile Journal Authors. Profile: Issues in Teachers’ Professional Development, 20(2), 231–246. https://doi.org/10.15446/profile.v20n2.72992
Moya-Chaves, D., Moreno-García, N & Núñez-Camacho, V. (2018). Interculturality and language teaching in Colombia: The case of three Teacher Education Programs. Signo y Pensamiento, 37(73), 53-69.
Narvaez-Cardona, E, Tapia-Ladino, M, Lopes Cristóvão, V, Bazerman, C, Navarro, F, Avila Reyes, N y W. Moritz, M. (2016). Panorama histórico y contrastivo de los estudios sobre lectura y escritura en educación superior publicados en América Latina. Pontificia Universidad Católica de Valparaíso.
Nimehchisalem, V. (2018). Exploring Research Methods in Language Learning-teaching Studies. Advances in Language and Literary Studies, 9(6), 27-33. https://doi.org/10.7575/aiac.alls.v.9n.6p.27
Pérez, Y., Rey, L., & Rosado, N. (2019). Characteristics of EFL curriculum in the Colombian Caribbean Coast: The case of 12 state schools. English Language Teaching, 12(11), 85-96. DOI: 10.5539/elt.v12n11p85
Reyes, Y. (1 de febrero de 2015). ‘Colombia, very well!’ El Tiempo. http://www.eltiempo.com/opinion/columnistas/colombia-very-well-yolanda-reyes-columnista-el-tiempo/15181161
Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42(02), 147–180.
Sah, P.K. & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132–146. https://doi.org/10.1080/13488678.2022.2056796
Usma-Wilches, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123-141.
Wilson, C. (2001). Decolonizing Methodologies: Research and Indigenous peoples. Social Policy Journal of New Zealand, 17, 214–218.
Becerra-Posada, T., García-Montes, P., Sagre-Barbosa, A., Carcamo-Espitia, M. I., & Herazo-Rivera, J. D. (2022). Project-based Learning: The Promotion of Communicative Competence and Self-confidence at a State High School in Colombia. HOW, 29(2), 13–31. https://doi.org/10.19183/how.29.2.560
Birch, B. (2009). The English Language Teacher in Global Civil Society. Routledge. https://doi.org/10.4324/9780203878040
Bocanegra-Valle, A. (2014). ‘English is my default academic language’: Voices from LSP scholars publishing in a multilingual journal. Journal of English for Academic Purposes, 13, 65–77. https://doi.org/10.1016/j.jeap.2013.10.010
Bohórquez, S. (2018). Fostering intercultural awareness through vocabulary activities in an EFL classroom (Degree work, Universidad Pedagógica Nacional). Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/9210
Bonilla, C. A. & Tejada-Sanchez, I. (2016). Unanswered questions in Colombia’s foreign language education policy. Profile, Issues in Teachers’ Professional Development, 18(1), 185-201. https://doi.org/10.15446/profile.v18n1.51996
Cadena-Aguilar, A. & Álvarez-Ayure, C. P. (2021). Self-and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students. Profile Issues in Teachers Professional Development, 23(2), 67-85.
Castañeda-Londoño, A. (2020). Research Methodology: Tracing ELT Teachers’ Invisibilized Knowledge. In Methodological uncertainties of research in ELT education I (pp. 65 – 90). Universidad Distrital Francisco José de Caldas.
Cárdenas, M. L. (2021). Publishing in Local ELT Journals: A Way to Decolonialize Knowledge. HOW, 28(3), 31–46. https://doi.org/10.19183/how.28.3.685
Charmaz, K. (2014). Constructing Grounded Theory. Sage.
Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five approaches (3e éd.). London: Sage.
Crystal, D. (1997). English as a Global Language. Cambridge University Press.
Cuartas Álvarez, L. F. C. (2020). Intercultural communicative competence: In-service EFL teachers building understanding through study groups. Profile Issues in Teachers Professional Development, 22(1), 75-92. https://doi.org/10.15446/profile.v22n1.76796
Fandiño-Parra, Y. J. (2021). Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives. Colombian Applied Linguistics Journal, 23(2), 166–181. https://doi.org/10.14483/22487085.17087
García-Botero, G. A., Nguyet, D., García-Botero, J., Zhu, C., & Questier, F. (2022). Aceptación y uso del aprendizaje de idiomas asistido por dispositivos móviles por parte de profesores de idiomas de educación superior. Lenguaje, 50(1), 66-92. https://doi.org/10.25100/lenguaje.v50i1.11006
Giraldo, F. (2021). Language assessment literacy and teachers’ professional development: A literature review. Profile: Issues in Teachers' Professional Development, 23(2), 265–279. https://doi.org/10.15446/profile.v23n2.90533
Glanbock, K., Durham, C. & Martin-Beltran, M. (2020, March). Pre-service teachers and students discursively co-constructing (trans-) national identities. At the 2020 conference of the American Association for Applied Linguistics (AAAL). AAAL.
Gómez-Rodríguez, L. F. (2018). EFL learners’ intercultural competence development through international news. GIST–Education and Learning Research Journal, (16), 185-208. https://doi.org/10.26817/16925777.431
Granados-Beltrán, C. (2018). Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching. HOW, 25(1), 174–193. https://doi.org/10.19183/how.25.1.355
Guapacha- Chamorro, M. E. & Chaves Varón, O. (2023). EFL writing studies in Colombia between 1990 and 2020: A qualitative research synthesis. Profile: Issues in Teachers’ Professional Development, 25(1), 247–267. https://doi.org/10.15446/ profile.v25n1.94798
Guaqueta, C. A., & Castro-Garces, A. Y. (2018). The use of language learning apps as a didactic tool for EFL vocabulary building. English Language Teaching, 11(2), 61-71.
Guerrero-Nieto, C. H. & Quintero-Polo, Á. H. (2021). Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking. HOW, 28(3), 119–133. https://doi.org/10.19183/how.28.3.677
Herazo, J., Jerez, S., & Lorduy, D. (2012). Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilingüismo. Íkala, Revista de Lenguaje y Cultura, 17(2), 199-213. https://doi.org/10.17533/udea.ikala.11093
Herrera Molina, J & Portilla Quintero, B. (2021). Critical Pedagogy Trends in English Language Teaching. Colombian Applied Linguistics Journal, 23(2), 155-165. https://doi.org/10.14483/22487085.16732
Ibarra-Santacruz, D. & Martínez Ortega, D. (2018). Can Working Memory Strategies Enhance English Vocabulary Learning? How, 25(2), 29-47.
Le Gal, D. (2018). Enseñanza del inglés en Colombia: un necesario cambio de paradigma. Matices en Lenguas Extranjeras, (12). DOI: 10.15446/male.n12.73267
Ley 115 de 1994. Por la cual se expide la ley general de educación. 8 de febrero de 1994. D.O. No. 41214.
Li, Y. (2014). Seeking entry to the North American market: Chinese management academics publishing internationally. Journal of English for Academic Purposes,13, 41–52. https://doi.org/10.1016/j.jeap.2013.10.006
López-Navarro, I., Moreno, A.I., Quintanilla, M.Á. & Rey-Rocha, J. (2015). Why do I publish research articles in English instead of my own language? Differences in Spanish researchers’ motivations across scientific domains. Scientometrics, 103, 939–976. https://doi.org/10.1007/s11192-015-1570-1
Lopez-Pinzón, M. M., Ramirez-Contreras, O. & Vargas-Orozco, L. F. (2021). An Exploratory Study of Recent Trends in ELT Master's Programs: Insights from the Stakeholders. GIST – Education and Learning Research Journal, (22), 21–50. https://doi.org/10.26817/16925777.826
Lucero, E. & Castañeda-Londoño, A. (2021). Colombian ELT Community and Scholarship: Current Pathways and Potency. HOW, 28(3), 5-17. https://doi.org/10.19183/how.28.3.681
McGrath, L. (2014). Parallel language use in academic and outreach publication: A case study of policy and practice. Journal of English for Academic Purposes, 13, 5–16. https://doi.org/10.1016/j.jeap.2013.10.008
Mejía, A. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities. Colombian Applied Linguistics Journal, (8), 152–168. https://doi.org/10.14483/22487085.176
Mejía-Jiménez, M. R. (2011). Educaciones y pedagogías críticas desde el sur. Cartografía de la Educación popular. Editorial Quimantú.
Ministerio de Educación Nacional. (2006). Formar en lenguas extranjeras: Inglés ¡El reto! Imprenta Nacional.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mosquera Ayala, A. M. (2019). Tendencias investigativas en educación en Colombia: revisión documental. Sophia, 15(1), 1-4. https://doi.org/10.18634/sophiaj.15v.1i.908
Mosquera, Ó.A., Cárdenas, M. L. and Nieto, M. C. (2018). Pedagogical and Research Approaches in Inclusive Education in ELT in Colombia: Perspectives from Some Profile Journal Authors. Profile: Issues in Teachers’ Professional Development, 20(2), 231–246. https://doi.org/10.15446/profile.v20n2.72992
Moya-Chaves, D., Moreno-García, N & Núñez-Camacho, V. (2018). Interculturality and language teaching in Colombia: The case of three Teacher Education Programs. Signo y Pensamiento, 37(73), 53-69.
Narvaez-Cardona, E, Tapia-Ladino, M, Lopes Cristóvão, V, Bazerman, C, Navarro, F, Avila Reyes, N y W. Moritz, M. (2016). Panorama histórico y contrastivo de los estudios sobre lectura y escritura en educación superior publicados en América Latina. Pontificia Universidad Católica de Valparaíso.
Nimehchisalem, V. (2018). Exploring Research Methods in Language Learning-teaching Studies. Advances in Language and Literary Studies, 9(6), 27-33. https://doi.org/10.7575/aiac.alls.v.9n.6p.27
Pérez, Y., Rey, L., & Rosado, N. (2019). Characteristics of EFL curriculum in the Colombian Caribbean Coast: The case of 12 state schools. English Language Teaching, 12(11), 85-96. DOI: 10.5539/elt.v12n11p85
Reyes, Y. (1 de febrero de 2015). ‘Colombia, very well!’ El Tiempo. http://www.eltiempo.com/opinion/columnistas/colombia-very-well-yolanda-reyes-columnista-el-tiempo/15181161
Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42(02), 147–180.
Sah, P.K. & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132–146. https://doi.org/10.1080/13488678.2022.2056796
Usma-Wilches, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123-141.
Wilson, C. (2001). Decolonizing Methodologies: Research and Indigenous peoples. Social Policy Journal of New Zealand, 17, 214–218.
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2023-08-01
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Estado del Conocimiento de las Investigaciones sobre la Enseñanza y el Aprendizaje de Lenguas Extranjeras en Colombia (2011-2021). (2023). Revista Investigium IRE Ciencias Sociales Y Humanas, 14(2), 68-91. https://doi.org/10.15658/INVESTIGIUMIRE.231402.04
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