From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies

Autores:: Coy Torres, Cristian Moises

Tipo de recurso:: Article of journal

Fecha de publicación:: 2026

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: eng

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dc.title.spa.fl_str_mv	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies
title	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies
spellingShingle	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies Análisis crítico del discurso Enseñanza de inglés como lengua extranjera (EFL) Entorno de aula Estrategias descoloniales Pedagogía crítica Práctica pedagógica Estratégias decoloniais Ensino de ingles como língua estrangeira (EFL) Ambiente de sala de aula Pedagogia crítica Análise crítica do discurso Prática pedagógica Stratégies décoloniales Anglais langue étrangère (EFL) Environnement de classe Pédagogie critique Analyse critique du discours Pratique pédagogique Decolonial strategies English as a Foreign Language (EFL) Classroom environment Critical pedagogy Critical Discourse Analysis (CDA) Pedagogical practice
title_short	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies
title_full	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies
title_fullStr	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies
title_full_unstemmed	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies
title_sort	From Reluctance to Resilience: Empowering EFL Learners through Decolonial Strategies
dc.creator.fl_str_mv	Coy Torres, Cristian Moises
dc.contributor.author.eng.fl_str_mv	Coy Torres, Cristian Moises
dc.subject.none.fl_str_mv	Análisis crítico del discurso Enseñanza de inglés como lengua extranjera (EFL) Entorno de aula Estrategias descoloniales Pedagogía crítica Práctica pedagógica Estratégias decoloniais Ensino de ingles como língua estrangeira (EFL) Ambiente de sala de aula Pedagogia crítica Análise crítica do discurso Prática pedagógica Stratégies décoloniales Anglais langue étrangère (EFL) Environnement de classe Pédagogie critique Analyse critique du discours Pratique pédagogique Decolonial strategies English as a Foreign Language (EFL) Classroom environment Critical pedagogy Critical Discourse Analysis (CDA) Pedagogical practice
topic	Análisis crítico del discurso Enseñanza de inglés como lengua extranjera (EFL) Entorno de aula Estrategias descoloniales Pedagogía crítica Práctica pedagógica Estratégias decoloniais Ensino de ingles como língua estrangeira (EFL) Ambiente de sala de aula Pedagogia crítica Análise crítica do discurso Prática pedagógica Stratégies décoloniales Anglais langue étrangère (EFL) Environnement de classe Pédagogie critique Analyse critique du discours Pratique pédagogique Decolonial strategies English as a Foreign Language (EFL) Classroom environment Critical pedagogy Critical Discourse Analysis (CDA) Pedagogical practice
publishDate	2026
dc.date.accessioned.none.fl_str_mv	2026-06-26 00:00:00
dc.date.available.none.fl_str_mv	2026-06-26 00:00:00
dc.date.issued.none.fl_str_mv	2026-06-26
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.eng.fl_str_mv	Atasheva, G. (2024). The Importance of English Language in the Formation of Cross- Cultural Relations. American Journal of Philological Sciences, 4(2), 58-62. https://doi.org/10.37547/ajps/Volume04Issue02-11 Bezerra, S. S. (2019). Considerações acerca da Teoria Decolonial por meio de reflexões sobre a prática docente em língua inglesa. Raído, 13(33), 93-101. https://doi. org/10.30612/raido.v13i33.9936 Bolaños Sáenz, F., Flórez, K., Gómez, T., Ramírez Acevedo, M., & Tello Suárez, S. (2018). Implementing a Community-Based Project in an EFL Rural Classroom. Colombian Applied Linguistics Journal, 20(2), 264-274. https://doi. org/10.14483/22487085.13735 Canagarajah, S. (2023). Decolonization as Pedagogy: A Praxis of ‘Becoming’ in ELT. ELT Journal, 77(3), 283-293. https://doi.org/10.1093/elt/ccad017 Carvajal Medina, N. E., Hurtado Torres, F. Á., Lara Páez, M. Y., Ramírez Sánchez, M., Barón Gómez, H. A., Ayala Bonilla, D. A., & Coy, C. M. (2022). Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia. Íkala, Revista de Lenguaje y Cultura, 27(3), 596-626. https://doi. org/10.17533/udea.ikala.v27n3a02 Castañeda-Londoño, A., Samacá-Bohórquez, Y., & Posada-Ortiz, J. (2024). Three Decolonial Research Methodologies: Interrogating Qualitative Research in English Language Teaching Education. Folios, 59, 91-111. https://doi.org/10.17227/folios.59-17267 Castañeda-Peña, H., & Méndez-Rivera, P. (2022). Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching. Íkala, Revista de Lenguaje y Cultura, 27(3), 804-821. https://doi.org/10.17533/ udea.ikala.v27n3a12 Cortés Aravena, J. E. (2013). The Option of Decoloniality as a Possible Alternative to Face Modernity in Latin America. Pacarina del Sur, 5(18). http://www. pacarinadelsur.com/nuestra-america/abordajes-y-contiendas/883-la-opcion-de la-decolonialidad-como-alternativa-posible-para-enfrentar-la-modernidad-enlatinoamerica De Sousa Santos, B. (2016). Epistemologies of the South: Justice against Epistemicides. Routledge. Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language (1st ed.). Longman. 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/10.14XXI483/22487085.17087 Freire, P. (2005). Pedagogía del oprimido. Siglo XXI Editores. [Work originally published in 1968]. https://www.exlibris.com.co/libro/pedagogia-del-oprimido_37196 Gandarilla Salgado, J. G., García-Bravo, M. H., & Benzi, D. (2021). Two Decades of Aníbal Quijano’s Coloniality of Power, Eurocentrism and Latin America. Contexto Internacional, 43(1), 199-222. https://doi.org/10.1590/s0102- 8529.2019430100009 Guerrero Nieto, C. H., & Quintero Polo, Á. H. (2009). English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education. Profile Issues in Teachers’ Professional Development, 11(2), 135-150. Gumucio-Dagron, A. (2011). Comunicación para el cambio social: clave del desarrollo participativo. Signo y Pensamiento, 30(58), 26-39. Hernández Varona, W., & Gutiérrez Álvarez, D. F. (2020). English Language Student- Teachers Developing Agency Through Community-Based Pedagogy Projects. Profile: Issues in Teachers´ Professional Development, 22(1), 109-122. https:// doi.org/10.15446/profile.v22n1.76925 Jara, O. (2011). La sistematización de experiencias: aspectos teóricos y metodológicos. Decisio, Revista del Centro de Cooperación Regional para la Educación de los Adultos en América Latina y el Caribe, 28, 67-74. Kemmis, S., & McTaggart, R. (2017). Participatory Action Research. En N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (5th Ed., pp. 559- 603). Sage. https://us.sagepub.com/en-us/sam/the-sage-handbook-of-qualitativeresearch/ book242504#features Kumaravadivelu, B. (2016). The Decolonial Option in English Teaching: Can the Subaltern Act? TESOL Quarterly, 50(1), 66-85. https://doi.org/10.1002/tesq.202 Le Gal, D. (2018). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, 12. https://doi.org/10.15446/male.n12.73267 Madison, D. S. (2020). Critical Ethnography: Method, Ethics, and Performance (3rd Ed. Edition). Sage. Max-Neef, M., Elizalde, A., & Hopenhayn, M. (1986). Desarrollo a escala humana. Una opción para el futuro. Cepaur-Fundacion Dag Hammarskjold. https://www. daghammarskjold.se/wp-content/uploads/1986/08/86_especial.pdf Mignolo, W. D. (2008). Preamble: The Historical Foundation of Modernity/Coloniality and the Emergence of Decolonial Thinking. In S. Castro–Klaren (Ed.), A Companion to Latin American Literature and Culture (1st Ed., pp. 12-52). Wiley. https://doi. org/10.1002/9780470696446.cha Mitsikopoulou, B. (2002). Resisting Linguistic Imperialism in English Teaching. In A. S. Canagarajah. ELT Journal, 56(3), 330-333. https://doi.org/10.1093/elt/56.3.330 Mulico, L. V., & Da Silva Costa, P. H. (2021). Construindo um currículo decolonial com as vozes do sul: Inglês como língua de denúncia contra violações de direitos humanos. Gragoata, 26(56). Nieto-Gómez, Y. A., & Clavijo-Olarte, A. (2020). Situating Local Literacies at the Core of ELT Curriculum in Higher Education. GIST. Education and Learning Research Journal, 21, 26-46. https://doi.org/10.26817/16925777.830 Núñez Pardo, A. (2022). Indelible Coloniality and Emergent Decoloniality in Colombian- Authored EFL Textbooks: A Critical Content Analysis. Íkala, Revista de Lenguaje y Cultura, 27(3), 702-724. https://doi.org/10.17533/udea.ikala.v27n3a07 Ortega, Y. (2019). “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL. Profile: Issues in Teachers´ Professional Development, 21(2), 155-170. https://doi.org/10.15446/profile.v21n2.74091 Ortiz, M., & Borjas, B. (2008). La investigación acción participativa: aporte de Fals Borda a la educación popular. Espacio Abierto, 17(4), 615-627. Qin, K. (2021). Toward a Decolonizing Framework for Equity-Oriented English Language Teacher Education. Beijing International Review of Education, 3(3), 326-347. https://doi.org/10.1163/25902539-03030007 Quijano, A. (2014). Colonialidad del poder, eurocentrismo y América Latina. En P. Gentili (ed.), Cuestiones y horizontes: de la dependencia histórico-estructural a la colonialidad/descolonialidad del poder (pp. 777-832). Clacso. http://biblioteca. clacso.edu.ar/clacso/se/20140507042402/eje3-8.pdf Reason, P., & Bradbury, H. (Eds.). (2008). The Sage Handbook of Action Research: Participative Inquiry and Practice (2nd ed). Sage. Van Dijk, T. A. (1993). Texto y contexto: semántica y pragmática del discurso (4.a ed). Cátedra Vanegas Garzón, S. L., & Bedoya-Ríos, N. M. (2024). Pedagogías críticas para la enseñanza del inglés: una experiencia de formación de maestros en servicio. Voces y Silencios. Revista Latinoamericana de Educación, 15(1), 213-233. https://doi. org/10.18175/VyS15.1.2024.9 Welply, O. (2023). English as an Additional Language EAL: Decolonising Provision and Practice. The Curriculum Journal, 34(1), 62-82. https://doi.org/10.1002/curj.182
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spelling	Coy Torres, Cristian Moises2026-06-26 00:00:002026-06-26 00:00:002026-06-260121-053X10.19053/uptc.0121053X.n49.2026.180832346-1829https://doi.org/10.19053/uptc.0121053X.n49.2026.18083application/pdfengUniversidad Pedagógica y Tecnológica de ColombiaCuadernos de Lingüística Hispánica - 2026https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/18083Análisis crítico del discursoEnseñanza de inglés como lengua extranjera (EFL)Entorno de aulaEstrategias descolonialesPedagogía críticaPráctica pedagógicaEstratégias decoloniaisEnsino de ingles como língua estrangeira (EFL)Ambiente de sala de aulaPedagogia críticaAnálise crítica do discursoPrática pedagógicaStratégies décolonialesAnglais langue étrangère (EFL)Environnement de classePédagogie critiqueAnalyse critique du discoursPratique pédagogiqueDecolonial strategiesEnglish as a Foreign Language (EFL)Classroom environmentCritical pedagogyCritical Discourse Analysis (CDA)Pedagogical practiceFrom Reluctance to Resilience: Empowering EFL Learners through Decolonial StrategiesArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Atasheva, G. (2024). The Importance of English Language in the Formation of Cross- Cultural Relations. American Journal of Philological Sciences, 4(2), 58-62. https://doi.org/10.37547/ajps/Volume04Issue02-11Bezerra, S. S. (2019). Considerações acerca da Teoria Decolonial por meio de reflexões sobre a prática docente em língua inglesa. Raído, 13(33), 93-101. https://doi. org/10.30612/raido.v13i33.9936Bolaños Sáenz, F., Flórez, K., Gómez, T., Ramírez Acevedo, M., & Tello Suárez, S. (2018). Implementing a Community-Based Project in an EFL Rural Classroom. Colombian Applied Linguistics Journal, 20(2), 264-274. https://doi. org/10.14483/22487085.13735Canagarajah, S. (2023). Decolonization as Pedagogy: A Praxis of ‘Becoming’ in ELT. ELT Journal, 77(3), 283-293. https://doi.org/10.1093/elt/ccad017Carvajal Medina, N. E., Hurtado Torres, F. Á., Lara Páez, M. Y., Ramírez Sánchez, M., Barón Gómez, H. A., Ayala Bonilla, D. A., & Coy, C. M. (2022). Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia. Íkala, Revista de Lenguaje y Cultura, 27(3), 596-626. https://doi. org/10.17533/udea.ikala.v27n3a02Castañeda-Londoño, A., Samacá-Bohórquez, Y., & Posada-Ortiz, J. (2024). Three Decolonial Research Methodologies: Interrogating Qualitative Research in English Language Teaching Education. Folios, 59, 91-111. https://doi.org/10.17227/folios.59-17267Castañeda-Peña, H., & Méndez-Rivera, P. (2022). Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching. Íkala, Revista de Lenguaje y Cultura, 27(3), 804-821. https://doi.org/10.17533/ udea.ikala.v27n3a12Cortés Aravena, J. E. (2013). The Option of Decoloniality as a Possible Alternative to Face Modernity in Latin America. Pacarina del Sur, 5(18). http://www. pacarinadelsur.com/nuestra-america/abordajes-y-contiendas/883-la-opcion-de la-decolonialidad-como-alternativa-posible-para-enfrentar-la-modernidad-enlatinoamericaDe Sousa Santos, B. (2016). Epistemologies of the South: Justice against Epistemicides. Routledge.Fairclough, N. (1995). Critical Discourse Analysis: The Critical Study of Language (1st ed.). Longman.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/10.14XXI483/22487085.17087Freire, P. (2005). Pedagogía del oprimido. Siglo XXI Editores. [Work originally published in 1968]. https://www.exlibris.com.co/libro/pedagogia-del-oprimido_37196Gandarilla Salgado, J. G., García-Bravo, M. H., & Benzi, D. (2021). Two Decades of Aníbal Quijano’s Coloniality of Power, Eurocentrism and Latin America. Contexto Internacional, 43(1), 199-222. https://doi.org/10.1590/s0102- 8529.2019430100009Guerrero Nieto, C. H., & Quintero Polo, Á. H. (2009). English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education. Profile Issues in Teachers’ Professional Development, 11(2), 135-150.Gumucio-Dagron, A. (2011). Comunicación para el cambio social: clave del desarrollo participativo. Signo y Pensamiento, 30(58), 26-39.Hernández Varona, W., & Gutiérrez Álvarez, D. F. (2020). English Language Student- Teachers Developing Agency Through Community-Based Pedagogy Projects. Profile: Issues in Teachers´ Professional Development, 22(1), 109-122. https:// doi.org/10.15446/profile.v22n1.76925Jara, O. (2011). La sistematización de experiencias: aspectos teóricos y metodológicos. Decisio, Revista del Centro de Cooperación Regional para la Educación de los Adultos en América Latina y el Caribe, 28, 67-74.Kemmis, S., & McTaggart, R. (2017). Participatory Action Research. En N. K. Denzin & Y.S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (5th Ed., pp. 559- 603). Sage. https://us.sagepub.com/en-us/sam/the-sage-handbook-of-qualitativeresearch/ book242504#featuresKumaravadivelu, B. (2016). The Decolonial Option in English Teaching: Can the Subaltern Act? TESOL Quarterly, 50(1), 66-85. https://doi.org/10.1002/tesq.202Le Gal, D. (2018). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, 12. https://doi.org/10.15446/male.n12.73267Madison, D. S. (2020). Critical Ethnography: Method, Ethics, and Performance (3rd Ed. Edition). Sage. Max-Neef, M., Elizalde, A., & Hopenhayn, M. (1986). Desarrollo a escala humana. Una opción para el futuro. Cepaur-Fundacion Dag Hammarskjold. https://www. daghammarskjold.se/wp-content/uploads/1986/08/86_especial.pdfMignolo, W. D. (2008). Preamble: The Historical Foundation of Modernity/Coloniality and the Emergence of Decolonial Thinking. In S. Castro–Klaren (Ed.), A Companion to Latin American Literature and Culture (1st Ed., pp. 12-52). Wiley. https://doi. org/10.1002/9780470696446.chaMitsikopoulou, B. (2002). Resisting Linguistic Imperialism in English Teaching. In A. S. Canagarajah. ELT Journal, 56(3), 330-333. https://doi.org/10.1093/elt/56.3.330Mulico, L. V., & Da Silva Costa, P. H. (2021). Construindo um currículo decolonial com as vozes do sul: Inglês como língua de denúncia contra violações de direitos humanos. Gragoata, 26(56).Nieto-Gómez, Y. A., & Clavijo-Olarte, A. (2020). Situating Local Literacies at the Core of ELT Curriculum in Higher Education. GIST. Education and Learning Research Journal, 21, 26-46. https://doi.org/10.26817/16925777.830Núñez Pardo, A. (2022). Indelible Coloniality and Emergent Decoloniality in Colombian- Authored EFL Textbooks: A Critical Content Analysis. Íkala, Revista de Lenguaje y Cultura, 27(3), 702-724. https://doi.org/10.17533/udea.ikala.v27n3a07Ortega, Y. (2019). “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL. Profile: Issues in Teachers´ Professional Development, 21(2), 155-170. https://doi.org/10.15446/profile.v21n2.74091Ortiz, M., & Borjas, B. (2008). La investigación acción participativa: aporte de Fals Borda a la educación popular. Espacio Abierto, 17(4), 615-627.Qin, K. (2021). Toward a Decolonizing Framework for Equity-Oriented English Language Teacher Education. Beijing International Review of Education, 3(3), 326-347. https://doi.org/10.1163/25902539-03030007Quijano, A. (2014). Colonialidad del poder, eurocentrismo y América Latina. En P. Gentili (ed.), Cuestiones y horizontes: de la dependencia histórico-estructural a la colonialidad/descolonialidad del poder (pp. 777-832). Clacso. http://biblioteca. clacso.edu.ar/clacso/se/20140507042402/eje3-8.pdfReason, P., & Bradbury, H. (Eds.). (2008). The Sage Handbook of Action Research: Participative Inquiry and Practice (2nd ed). Sage. Van Dijk, T. A. (1993). Texto y contexto: semántica y pragmática del discurso (4.a ed). CátedraVanegas Garzón, S. L., & Bedoya-Ríos, N. M. (2024). Pedagogías críticas para la enseñanza del inglés: una experiencia de formación de maestros en servicio. Voces y Silencios. Revista Latinoamericana de Educación, 15(1), 213-233. https://doi. org/10.18175/VyS15.1.2024.9Welply, O. (2023). English as an Additional Language EAL: Decolonising Provision and Practice. The Curriculum Journal, 34(1), 62-82. https://doi.org/10.1002/curj.18222491Cuadernos de Lingüística Hispánicahttps://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/18083/17183Núm. 49 , Año 2026 : Publicación continuaPublicationOREORE.xmltext/xml2606https://repositorio.uptc.edu.co/bitstreams/ea873db5-fbb4-4fb8-8a07-106d00d0f61a/downloadd63f398fb563778979bab6119c81736eMD51falseAnonymousREAD001/22355oai:repositorio.uptc.edu.co:001/223552026-09-24 16:18:18.01https://creativecommons.org/licenses/by-nc/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

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