The instrumentalized perception of english for competitiveness: A case study

Linguistic policies in Colombia promote English as an essential language to be competitive in the global world, leaving out the cognitive and cultural perspective that language learning entails. Little is known about how this notion affects the pedagogical practices of teachers in training. The obje...

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Fecha de publicación:: 2022

Institución:: Corporación Universitaria Americana

Repositorio:: Repositorio Corporación Universitaria Americana

Idioma:: eng

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network_acronym_str	Americana2
network_name_str	Repositorio Corporación Universitaria Americana
repository_id_str
dc.title.none.fl_str_mv	The instrumentalized perception of english for competitiveness: A case study La percepción instrumentalizada del inglés para la competitividad: Un caso de estudio A percepção instrumentalizada do inglês para a competitividade: um estudo de caso
title	The instrumentalized perception of english for competitiveness: A case study
spellingShingle	The instrumentalized perception of english for competitiveness: A case study Instrumentalization of english Language policies Teaching processes English learning
title_short	The instrumentalized perception of english for competitiveness: A case study
title_full	The instrumentalized perception of english for competitiveness: A case study
title_fullStr	The instrumentalized perception of english for competitiveness: A case study
title_full_unstemmed	The instrumentalized perception of english for competitiveness: A case study
title_sort	The instrumentalized perception of english for competitiveness: A case study
dc.contributor.none.fl_str_mv	Sello editorial Coruniamericana
dc.subject.none.fl_str_mv	Instrumentalization of english Language policies Teaching processes English learning
topic	Instrumentalization of english Language policies Teaching processes English learning
description	Linguistic policies in Colombia promote English as an essential language to be competitive in the global world, leaving out the cognitive and cultural perspective that language learning entails. Little is known about how this notion affects the pedagogical practices of teachers in training. The objective of the research is to understand the relationship between the instrumentalized vision of English and the development of teaching practices. The study was carried out under the interpretive paradigm. The study participants were three trainee teachers and two students. For the collection of information, the semi-structured interview and the focus group were used as techniques. It was found that the instrumentalized view of English promoted by language policies becomes an obstacle to its learning. In addition, it was found that teachers in training faced difficulties in becoming policy makers, that is, in appropriating policies according to the needs of the context. The study concluded that the failure to achieve the objectives set by language policies is perhaps due to this unfortunate conception that only promotes a structural and utilitarian view of language.
publishDate	2022
dc.date.none.fl_str_mv	2022-09-20T19:16:39Z 2022-09-20T19:16:39Z 2022
dc.type.none.fl_str_mv	Artículo de revista http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85 Text info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
status_str	publishedVersion
dc.identifier.none.fl_str_mv	Peláez, O. A., Echeverri, L. F., & Castrillón, E. F. (2022). La percepción instrumentalizada del inglés para la competitividad: un caso de estudio. Pensamiento Americano, 15(29), 45–57. https://doi.org/10.21803/penamer.15.29.416 https://doi.org/10.21803/penamer.15.29.416 2745-1402 Corporación Universitaria Américana 2745-1402 RIA - Repositorio Institucional Américana https://repositorio.americana.edu.co/ https://repositorio.americana.edu.co/handle/001/150
identifier_str_mv	Peláez, O. A., Echeverri, L. F., & Castrillón, E. F. (2022). La percepción instrumentalizada del inglés para la competitividad: un caso de estudio. Pensamiento Americano, 15(29), 45–57. https://doi.org/10.21803/penamer.15.29.416 2745-1402 Corporación Universitaria Américana RIA - Repositorio Institucional Américana
url	https://doi.org/10.21803/penamer.15.29.416 https://repositorio.americana.edu.co/ https://repositorio.americana.edu.co/handle/001/150
dc.language.none.fl_str_mv	eng
language	eng
dc.relation.none.fl_str_mv	57 29 45 15 Pensamiento Americano Bardin, L. (2002). El análisis de contenido. Ediciones Akal. Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research. (pp. 105-117). Sage. E)merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly, 28(1), p.27. https://www.jstor.org/sta-ble/3587197 Martínez, M. C. (2006). La figura del maestro como sujeto político: el lugar de los colectivos y redes pedagógicas en su agenciamiento. Educere, 10(33), undefined. https://www.redalyc.org/pdf/356/35603305.pdf Ministerio de Educación Nacional (MEN). (2004). Programa Nacional de Bilingüismo. Colombia 2004-2019. https://www.mineducacion.gov.co/1621/articles-132560_recur-so_pdf_programa_nacional_bilinguismo.pdf OECD/International Bank for Reconstruction and Development/The World Bank. (2012). Reviews of national policies for education: Tertiary education in Colombia 2012. OECD Publishing. Retrieved from https://goo.gl/2qnWtG Peláez, O. & Usma, J. (2017). The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study. PROFILE Issues in Teachers’ Professional Development, 19(2), 121–134. ht-tps://doi.org/10.15446/profile.v19n2.57215. Quintero, A. (2016). From Utopia to Reality: TransFormation of Pedagogical Knowledge in English Language Teacher Education. Revistas unal. https://doi.org/10.15446/pro-file.v21n1.70921 Simons, H. (2012). Introducción y capítulo I. En: El estudio de caso: Teoría y práctica. (R. F. Escolá, Trad.). Ediciones Morata. Sirmaci, N. (2010). Preservice teachers’ views on school experience and teaching practice courses. Procedia - Social and Behavioral Sciences, 9, 649-658. Snyder, D. (2010). Reflections of pre-Service teachers on their own teaching practices. Faculty Publications - College of Education. 7. https://ir.library.illinoisstate.edu/fped/7 Usma, J. (2015). From transnational Language Policy to local appropriation, (1st ed). Wisconsin: Deep University Press. Usma, 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), 123-142. http://www.scielo.org.co/scielo.php?script=sci_arttex-t&pid=S1657-07902009000100009&lng=en&tlng=en
dc.rights.none.fl_str_mv	Todos los derechos reservados Corporación Universitaria Americana. 2022 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv	Todos los derechos reservados Corporación Universitaria Americana. 2022 http://purl.org/coar/access_right/c_abf2 Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv	openAccess
dc.format.none.fl_str_mv	13 p application/pdf application/pdf
dc.publisher.none.fl_str_mv	Pensamiento Americano Barranquilla, Colombia
publisher.none.fl_str_mv	Pensamiento Americano Barranquilla, Colombia
institution	Corporación Universitaria Americana
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spelling	The instrumentalized perception of english for competitiveness: A case studyLa percepción instrumentalizada del inglés para la competitividad: Un caso de estudioA percepção instrumentalizada do inglês para a competitividade: um estudo de casoInstrumentalization of englishLanguage policiesTeaching processesEnglish learningLinguistic policies in Colombia promote English as an essential language to be competitive in the global world, leaving out the cognitive and cultural perspective that language learning entails. Little is known about how this notion affects the pedagogical practices of teachers in training. The objective of the research is to understand the relationship between the instrumentalized vision of English and the development of teaching practices. The study was carried out under the interpretive paradigm. The study participants were three trainee teachers and two students. For the collection of information, the semi-structured interview and the focus group were used as techniques. It was found that the instrumentalized view of English promoted by language policies becomes an obstacle to its learning. In addition, it was found that teachers in training faced difficulties in becoming policy makers, that is, in appropriating policies according to the needs of the context. The study concluded that the failure to achieve the objectives set by language policies is perhaps due to this unfortunate conception that only promotes a structural and utilitarian view of language.Las políticas lingüísticas en Colombia promueven el inglés como una lengua esencial para ser competitivos en el mundo global, dejando por fuera la perspectiva cognitiva y cultural que acarrea consigo el aprendizaje de las lenguas. Poco se conoce acerca de cómo esta noción afecta las prácticas pedagógicas de los maestros en formación. El objetivo de la investigación es comprender la relación entre la visión instrumentalizada del inglés y el desarrollo de las prácticas docentes. El estudio se llevó a cabo bajo el paradigma interpretativo. Los participantes del estudio fueron tres maestros en formación y dos estudiantes. Para la recolección de la información se usó como técnica la entrevista semiestructurada y el grupo focal. Se halló que la visión instrumentalizada del inglés promovida por las políticas lingüísticas se convierten en un obstáculo para su aprendizaje. Además, se encontró que los maestros en formación se enfrentaron con dificultades para hacerse hacedores de política, es decir, para apropiar las políticas de acuerdo a la necesidad del contexto. El estudio concluyó que la no obtención de los objetivos planteados por las políticas lingüísticas se debe quizás a esta infortunada concepción que solo promueve una visión estructural y utilitarista del idioma.As políticas linguísticas na Colômbia promovem o inglês como língua essencial para ser competitiva no mundo global, deixando de fora a perspectiva cognitiva e cultural que vem com a aprendizagem de línguas. Pouco se sabe sobre como esta noção afecta as práticas pedagógicas dos professores estagiários. O objectivo da investigação é compreender a relação entre a visão instrumentalizada do inglês e o desenvolvimento das práticas de ensino. O estudo foi conduzido sob o paradigma interpretativo. Os participantes do estudo eram três professores estagiários e dois estudantes. Foram utilizadas técnicas de entrevista semi-estruturada e de grupos focais para a recolha de dados. Verificou-se que a visão instrumentalizada do inglês promovida pelas políticas linguísticas se torna um obstáculo à aprendizagem do inglês. Além disso, verificou-se que os professores estagiários enfrentavam dificuldades para se tornarem decisores políticos, ou seja, para se apropriarem de políticas de acordo com a necessidade do contexto. O estudo concluiu que a incapacidade de alcançar os objectivos estabelecidos pelas políticas linguísticas se deve talvez a esta concepção infeliz que apenas promove uma visão estrutural e utilitária da língua.Pensamiento AmericanoBarranquilla, ColombiaSello editorial CoruniamericanaPeláez, Oscar AEcheverri, Luisa FernandaCastrillón, Edison F2022-09-20T19:16:39Z2022-09-20T19:16:39Z2022Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2df8fbb113 papplication/pdfapplication/pdfPeláez, O. A., Echeverri, L. F., & Castrillón, E. F. (2022). La percepción instrumentalizada del inglés para la competitividad: un caso de estudio. Pensamiento Americano, 15(29), 45–57. https://doi.org/10.21803/penamer.15.29.416https://doi.org/10.21803/penamer.15.29.4162745-1402Corporación Universitaria Américana2745-1402RIA - Repositorio Institucional Américanahttps://repositorio.americana.edu.co/https://repositorio.americana.edu.co/handle/001/150eng57294515Pensamiento AmericanoBardin, L. (2002). El análisis de contenido. Ediciones Akal.Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research. (pp. 105-117). Sage.E)merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly, 28(1), p.27. https://www.jstor.org/sta-ble/3587197Martínez, M. C. (2006). La figura del maestro como sujeto político: el lugar de los colectivos y redes pedagógicas en su agenciamiento. Educere, 10(33), undefined. https://www.redalyc.org/pdf/356/35603305.pdfMinisterio de Educación Nacional (MEN). (2004). Programa Nacional de Bilingüismo. Colombia 2004-2019. https://www.mineducacion.gov.co/1621/articles-132560_recur-so_pdf_programa_nacional_bilinguismo.pdfOECD/International Bank for Reconstruction and Development/The World Bank. (2012). Reviews of national policies for education: Tertiary education in Colombia 2012. OECD Publishing. Retrieved from https://goo.gl/2qnWtGPeláez, O. & Usma, J. (2017). The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study. PROFILE Issues in Teachers’ Professional Development, 19(2), 121–134. ht-tps://doi.org/10.15446/profile.v19n2.57215.Quintero, A. (2016). From Utopia to Reality: TransFormation of Pedagogical Knowledge in English Language Teacher Education. Revistas unal. https://doi.org/10.15446/pro-file.v21n1.70921Simons, H. (2012). Introducción y capítulo I. En: El estudio de caso: Teoría y práctica. (R. F. Escolá, Trad.). Ediciones Morata.Sirmaci, N. (2010). Preservice teachers’ views on school experience and teaching practice courses. Procedia - Social and Behavioral Sciences, 9, 649-658.Snyder, D. (2010). Reflections of pre-Service teachers on their own teaching practices. Faculty Publications - College of Education. 7. https://ir.library.illinoisstate.edu/fped/7Usma, J. (2015). From transnational Language Policy to local appropriation, (1st ed). Wisconsin: Deep University Press.Usma, 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), 123-142. http://www.scielo.org.co/scielo.php?script=sci_arttex-t&pid=S1657-07902009000100009&lng=en&tlng=enTodos los derechos reservados Corporación Universitaria Americana. 2022info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/oai:repositorio.americana.edu.co:001/1502023-06-06T15:32:37Z

The instrumentalized perception of english for competitiveness: A case study

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