Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad

Este informe reporta los hallazgos de un estudio cualitativo narrativo que exploró las experiencias pedagógicas de una profesora colombiana de ciencias naturales, enseñando español, en una escuela pública de inmersión en los Estados Unidos. Tras analizar los datos recolectados mediante marco narrati...

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Autores:: Cárdenas Hernández, Milady Melissa
Cárdenas Luna, Lina Vanessa
Guerra Romero, Diana Marcela

Tipo de recurso:: Masters Thesis

Fecha de publicación:: 2023

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad
title	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad
spellingShingle	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad Teacher identity Cultural diversity Pedagogical experiences Bilingual learning environments Translanguaging Ambientes bilingües de aprendizaje Diversidad cultural Aprendizaje Identidad docente Diversidad cultural Trans-lenguaje Experiencias pedagogicas Ambientes bilingües de aprendizaje
title_short	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad
title_full	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad
title_fullStr	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad
title_full_unstemmed	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad
title_sort	Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad
dc.creator.fl_str_mv	Cárdenas Hernández, Milady Melissa Cárdenas Luna, Lina Vanessa Guerra Romero, Diana Marcela
dc.contributor.advisor.none.fl_str_mv	Suárez Ramírez, Ingrid Rocío
dc.contributor.author.none.fl_str_mv	Cárdenas Hernández, Milady Melissa Cárdenas Luna, Lina Vanessa Guerra Romero, Diana Marcela
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0000-0002-9475-6292 https://orcid.org/0000-0003-4340-514X https://orcid.org/0000-0003-3678-7370 https://orcid.org/0000-0003-4255-5429
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dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	Teacher identity Cultural diversity Pedagogical experiences Bilingual learning environments Translanguaging
topic	Teacher identity Cultural diversity Pedagogical experiences Bilingual learning environments Translanguaging Ambientes bilingües de aprendizaje Diversidad cultural Aprendizaje Identidad docente Diversidad cultural Trans-lenguaje Experiencias pedagogicas Ambientes bilingües de aprendizaje
dc.subject.lemb.spa.fl_str_mv	Ambientes bilingües de aprendizaje Diversidad cultural Aprendizaje
dc.subject.proposal.spa.fl_str_mv	Identidad docente Diversidad cultural Trans-lenguaje Experiencias pedagogicas Ambientes bilingües de aprendizaje
description	Este informe reporta los hallazgos de un estudio cualitativo narrativo que exploró las experiencias pedagógicas de una profesora colombiana de ciencias naturales, enseñando español, en una escuela pública de inmersión en los Estados Unidos. Tras analizar los datos recolectados mediante marco narrativo y entrevistas, los resultados mostraron que la identidad profesional es un proceso que se construye constantemente y que se fortalece considerablemente a través de las experiencias personales, académicas, pedagógicas y sociales. Los investigadores hallaron que el ambiente de aprendizaje en el que se encontraba la docente influyó positivamente en el desarrollo de su identidad como maestra bilingüe, al hacerla más reflexiva, crítica y tolerante frente a la diversidad cultural. Adicionalmente, los investigadores encontraron lo valioso que resulta conocer este tipo de experiencias pedagógicas que dan voz a los docentes en ambientes bilingües de aprendizaje y ofrecen una mirada y perspectiva diferente de las prácticas pedagógicas en la educación y sus desafíos en el siglo XXI. Palabras claves: Identidad docente, diversidad cultural, experiencias pedagógicas, ambientes bilingües de aprendizaje, trans-lenguaje.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-07-04T14:33:22Z
dc.date.available.none.fl_str_mv	2023-07-04T14:33:22Z
dc.date.issued.none.fl_str_mv	2023-06-30
dc.type.local.spa.fl_str_mv	Tesis de maestría
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dc.identifier.citation.spa.fl_str_mv	Cárdenas, M; Cárdenas L; Guerra, D. (2023). Realities and pedagogical experiences: Exploring Language teaching feats abroad. [Trabajo de maestria, Universidad Santo Tomás]. Repositorio institucional.
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11634/50975
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identifier_str_mv	Cárdenas, M; Cárdenas L; Guerra, D. (2023). Realities and pedagogical experiences: Exploring Language teaching feats abroad. [Trabajo de maestria, Universidad Santo Tomás]. Repositorio institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/50975
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Araque, D. (2021) Understanding Learning Environments. Module 1: Learning Environments in a Changing Society: Concepts and Considerations. Universidad Santo Tomás. Retrieved from: https://fliphtml5.com/hpdre/llsx Rodríguez, S y Araque Torres, D. (2020). Maestría en ambientes bilingües de aprendizaje. Universidad Santo Tomás. https://doi.org/10.15332/dt.inv.2021.01748 Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives. (7th ed.) Hoboken, NJ: John Wiley & Sons, Inc. Banks, J. A. (2015). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. (6th ed.). Routledge Taylor and Francis Group. Banks, J.A., & Banks, C. A. M. (2016). Multicultural education: Issues and perspectives. (9th ed.). John Wiley & Sons, Inc. http://www.daneshnamehicsa.ir/userfiles/files/1/16-%20Multicultural%20Education_%20Issues%20and%20Perspectives%20(2016,%20Wiley).pdf Banks, J. A. (2019). An introduction to multicultural education (6th Ed.) Seattle, WA: Pearson. https://files.eric.ed.gov/fulltext/EJ1239352.pd Barkhuizen, Gary., Benson, P., Chik, A., York., Sadeghi, K., & Sarkhosh, M. (2014). Narrative Inquiry in Language Teaching and Research.(2). Iranian Journal of Language Teaching Research. Narrative_Inquiry_in_Language_Teaching_and_Research Barkhuizen, G. (2011). Narrative Knowledging in TESOL. https://doi.org/10.5054/tq.2011.261888 Barkhuizen, G. (2014). Narrative inquiry in Language Teaching and Learning Research. Narrative inquiry in language teaching and learning research Bodycott P, & Walker A. (2000). Teaching Abroad: Lessons learned about intercultural understanding for teachers in higher education. Teaching in Higher Education, 5(1) 79–94. https://doi.org/10.1080/135625100114975 BridgeUSA Teacher Program. (n.d). https://j1visa.state.gov/programs/teacher Bureau of Educational and Cultural Affairs. (2019). J. William Fulbright quotes \| Bureau of Educational and Cultural Affairs. Eca.state.gov. https://eca.state.gov/fulbright/about-fulbright/history/j-william-fulbright/jwilliam-fulbright-quotes CABE. 2021. Multilingual Educator, Standing together for unity, multiliteracy and equity. Multilingual Education - Resources (CA Dept of Education) CAL Learning. (2011, March 16). Stages of Cross Cultural Awareness. https://www.callearning.com/blog/2011/03/stages-of-cross-cultural-awareness/#:~:text=Cultural%20awareness%20is%20a%20way,are%20different%20than%20one's%20own Castro, MC. (2019). Ambientes de aprendizaje. Sophia, 15 (2); 40-54. DOI: http://dx.doi.org/10.18634/sophiaj.15v.2i.827 CEPAL. (2014). Panorama Social de América Latina 2014. R Clandinin, D. J.; Connelly, F. M. (2000). Narrative inquiry: experience and story in qualitative research. San Francisco: Jossey-Bass. Connelly, F. M., & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.2307/1176100 Clandinin, J & Caine, V. (2012). Narrative Inquiry. Reviewing Qualitative Research in the Social Sciences. (1st ed). 14. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203813324-17/narrative-inquiry-jean-clandinin-vera-caine CMS. (2021). Charlotte-Mecklenburg Schools Month 1, 2021-22 School Diversity Report. https://www.cms.k12.nc.us/cmsdepartments/StudentPlacement/PlanningServices/Documents/2021-22_School%20Diversity%20Report.pdf Corbetta, S., Bonetti, C., Bustamante, F., & Vergara, A. (2018). Educación Intercultural Bilingüe y enfoque de interculturalidad en los sistemas educativos latinoamericanos. Avances y desafíos. Santiago de Chile: Comisión Económica para América Latina y el Caribe (CEPAL). https://repositorio.cepal.org/handle/11362/44269 Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2), 305–312. https://doi.org/10.1177/00336882221114478. Forghani-Arani, N., Cerna, L., and Bannon, M. (2019). The Lives of Teachers in Diverse Classrooms OECD Education Working Paper No. 198. [Working Paper, Directorate for Education and Skills] OECD.https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2019)6&docLanguage=En Fulop, G. (2021, 10 February). What can schools and teachers do to nurture high-achieving students?. OECD Education and Skills Today. https://oecdedutoday.com/schools-teachers-nurture-high-achieving-students/ Gary Barkhuizen, (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning, System, Volume 47. Pages 12-27, ISSN 0346-251X, https://doi.org/10.1016/j.system.2014.09.014. Gary Barkhizen, P. B. (2014). Narrative Inquiry in Language Teaching and Learning Research. New York: Taylor & Francis. Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6a. ed.). México D.F.: McGraw-Hill. Jackson, Ronald & Drummond, Darlene & Camara, Sakile. (2007). What Is Qualitative Research?. Qualitative Research Reports in Communication. 8. 21-28. 10.1080/17459430701617879. Kartch, F. (2017). The SAGE Encyclopedia of Communication Research Methods. (Vols. 1-4). SAGE Publications, Inc, https://dx.doi.org/10.4135/9781483381411 Kong, K. (2015). Teachers’ identities and creative teaching in language immersion classrooms. Learning Languages. 21 (1), 20-23. https://repository.usfca.edu/cgi/viewcontent.cgi?article=1533&context=diss Mendieta, J. (2013). Narrative research: An alternative approach to study language teaching and learning. Universidad de la Sabana, Bogotá, Colombia. Ntinda, Kayi. (2020). Narrative Research. 10.1007/978-981-10-2779-6_79-1. North Carolina Department of Public Instruction. (2019, August 15). North Carolina World Language Essential Standards: Classical Languages, Dual & Heritage Languages, Modern Languages. https://www.dpi.nc.gov/media/4112/open Ospina, N. S., & Medina, S. L. (2020). Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges. Journal of Research in International Education, 19(1), 38–53. https://doi.org/10.1177/1475240920915013 Parker, J. (2019). Multicultural Education as a Framework for Educating English Language Learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, OJED, 4, 22-35. https://files.eric.ed.gov/fulltext/EJ1239352.pdf Rodríguez, S. (2018) Narrative Inquiry: Experiences in English Learning and Teaching, EDULEARN18 Proceedings, pp. 5678-5682. Serrador (2021). Los programas de intercambio como herramienta de aprendizaje en contextos plurilingües. https://www.researchgate.net/publication/355176251_Los_programas_de_intercambio_como_herramienta_de_aprendizaje_en_contextos_plurilingues Ubaque-Casallas, D. F. (2021). Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT. HOW Journal, 28(2), 33–52. https://doi.org/10.19183/how.28.2.604 UNESCO. (2014). Guiding Principles for Learning in the 21st Century. International Bureau of Education. International School of Geneva. http://www.ibe.unesco.org/sites/default/files/resources/guiding_principles_brochure_eng.pdf#:~:text=TheGuiding%20Principles%20for%20Learning%20in%20the%20Twenty-%20first,eager%20to%20contribute%20to%20creating%20a%20better%20world U.S. Department of Education. (December, 2015). Dual Language Education Programs: Current State Policies and Practices. https://ncela.ed.gov/files/rcd/TO20_DualLanguageRpt_508.pdf U. S. Department of State. (2020). J-1 visa basics. BridgeUSA. https://j1visa.state.gov/basics/ Wei, L., & García, O. (2022). Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project. RELC Journal, 53(2), 313–324. https://doi.org/10.1177/00336882221092841 Xhomaqi, B., Todd, A., Boivin, P., Ramírez, J. B., Surian, A., Markauskaite, L., ... & Detienne, L. (2019). 21st century learning environments: LLLP-Position Paper-2019.
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spelling	Suárez Ramírez, Ingrid RocíoCárdenas Hernández, Milady MelissaCárdenas Luna, Lina VanessaGuerra Romero, Diana Marcelahttps://orcid.org/0000-0002-9475-6292https://orcid.org/0000-0003-4340-514Xhttps://orcid.org/0000-0003-3678-7370https://orcid.org/0000-0003-4255-5429https://scholar.google.com/citations?hl=es&user=qK2ztIEAAAAJhttps://scholar.google.com/citations?hl=es&user=uswIjG4AAAAJhttps://scholar.google.com/citations?hl=en&user=P8YRO-kAAAAJ&view_op=list_works&gmla=AJsN-F6Chtd9xtLR1r3hUJNhzGRzh-hv7L_XOr140GayzQB3AiG3oth-jl-qgJgCz4taXFxc16g2bLMCP8e0QhJq0cG6meUTET1Wd-N1KjcB7P-GFlb9X68https://scholar.google.com/citations?hl=es&user=uGFDK6wAAAAJ&view_op=list_works&gmla=AJsN-F4o70L2ioRYEeybwtnH7tZKZON6ovBENyaY0P_5eCET9nHHyl4Smi934geLQCRm0gRXvQI2NR_MeZX9plizKl76UrPzuQeZYFI9_pgMpjIl-SDvSCMhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000068865https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001666456https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002006273https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001999799Universidad Santo Tomás2023-07-04T14:33:22Z2023-07-04T14:33:22Z2023-06-30Cárdenas, M; Cárdenas L; Guerra, D. (2023). Realities and pedagogical experiences: Exploring Language teaching feats abroad. [Trabajo de maestria, Universidad Santo Tomás]. Repositorio institucional.http://hdl.handle.net/11634/50975reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste informe reporta los hallazgos de un estudio cualitativo narrativo que exploró las experiencias pedagógicas de una profesora colombiana de ciencias naturales, enseñando español, en una escuela pública de inmersión en los Estados Unidos. Tras analizar los datos recolectados mediante marco narrativo y entrevistas, los resultados mostraron que la identidad profesional es un proceso que se construye constantemente y que se fortalece considerablemente a través de las experiencias personales, académicas, pedagógicas y sociales. Los investigadores hallaron que el ambiente de aprendizaje en el que se encontraba la docente influyó positivamente en el desarrollo de su identidad como maestra bilingüe, al hacerla más reflexiva, crítica y tolerante frente a la diversidad cultural. Adicionalmente, los investigadores encontraron lo valioso que resulta conocer este tipo de experiencias pedagógicas que dan voz a los docentes en ambientes bilingües de aprendizaje y ofrecen una mirada y perspectiva diferente de las prácticas pedagógicas en la educación y sus desafíos en el siglo XXI. Palabras claves: Identidad docente, diversidad cultural, experiencias pedagógicas, ambientes bilingües de aprendizaje, trans-lenguaje.This paper reports the findings of a qualitative narrative study that explored the pedagogical experiences of a Colombian natural sciences teacher teaching Spanish in a public immersion school in the United States. After analyzing the data collected through a narrative frame and interviews, the results showed that teacher professional identity is a process that is constantly being built and that is considerably strengthened through personal, academic, pedagogical, and social experiences. The researchers found that the learning environment in which the teacher was immersed, positively influenced the development of her identity as a bilingual teacher, making her more reflective, critical, and tolerant of cultural diversity. Additionally, the researchers found how valuable it is to know this type of pedagogical experiences that give teachers a voice in bilingual learning environments and offer a different look and perspective on pedagogical practices in education and its challenges in the 21st century. Key words: Teacher identity, Cultural diversity, Pedagogical experiences, Bilingual learning environments, Translanguaging.Magíster en Ambientes Bilingües de AprendizajeMaestríaapplication/pdfspaUniversidad Santo TomásMaestría Ambientes Bilingües de AprendizajeFacultad EducaciónAtribución-NoComercial-SinDerivadas 2.5 ColombiaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Realities and Pedagogical Experiences: Exploring Language Teaching Feats AbroadTeacher identityCultural diversityPedagogical experiencesBilingual learning environmentsTranslanguagingAmbientes bilingües de aprendizajeDiversidad culturalAprendizajeIdentidad docenteDiversidad culturalTrans-lenguajeExperiencias pedagogicasAmbientes bilingües de aprendizajeTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisCRAI-USTA BogotáAraque, D. (2021) Understanding Learning Environments. Module 1: Learning Environments in a Changing Society: Concepts and Considerations. Universidad Santo Tomás. Retrieved from: https://fliphtml5.com/hpdre/llsxRodríguez, S y Araque Torres, D. (2020). Maestría en ambientes bilingües de aprendizaje. Universidad Santo Tomás. https://doi.org/10.15332/dt.inv.2021.01748Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives. (7th ed.) Hoboken, NJ: John Wiley & Sons, Inc.Banks, J. A. (2015). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. (6th ed.). Routledge Taylor and Francis Group.Banks, J.A., & Banks, C. A. M. (2016). Multicultural education: Issues and perspectives. (9th ed.). John Wiley & Sons, Inc. http://www.daneshnamehicsa.ir/userfiles/files/1/16-%20Multicultural%20Education_%20Issues%20and%20Perspectives%20(2016,%20Wiley).pdfBanks, J. A. (2019). An introduction to multicultural education (6th Ed.) Seattle, WA: Pearson. https://files.eric.ed.gov/fulltext/EJ1239352.pdBarkhuizen, Gary., Benson, P., Chik, A., York., Sadeghi, K., & Sarkhosh, M. (2014). Narrative Inquiry in Language Teaching and Research.(2). Iranian Journal of Language Teaching Research. Narrative_Inquiry_in_Language_Teaching_and_ResearchBarkhuizen, G. (2011). Narrative Knowledging in TESOL. https://doi.org/10.5054/tq.2011.261888Barkhuizen, G. (2014). Narrative inquiry in Language Teaching and Learning Research. Narrative inquiry in language teaching and learning researchBodycott P, & Walker A. (2000). Teaching Abroad: Lessons learned about intercultural understanding for teachers in higher education. Teaching in Higher Education, 5(1) 79–94. https://doi.org/10.1080/135625100114975BridgeUSA Teacher Program. (n.d). https://j1visa.state.gov/programs/teacherBureau of Educational and Cultural Affairs. (2019). J. William Fulbright quotes \| Bureau of Educational and Cultural Affairs. Eca.state.gov. https://eca.state.gov/fulbright/about-fulbright/history/j-william-fulbright/jwilliam-fulbright-quotesCABE. 2021. Multilingual Educator, Standing together for unity, multiliteracy and equity. Multilingual Education - Resources (CA Dept of Education)CAL Learning. (2011, March 16). Stages of Cross Cultural Awareness. https://www.callearning.com/blog/2011/03/stages-of-cross-cultural-awareness/#:~:text=Cultural%20awareness%20is%20a%20way,are%20different%20than%20one's%20ownCastro, MC. (2019). Ambientes de aprendizaje. Sophia, 15 (2); 40-54. DOI: http://dx.doi.org/10.18634/sophiaj.15v.2i.827CEPAL. (2014). Panorama Social de América Latina 2014. RClandinin, D. J.; Connelly, F. M. (2000). Narrative inquiry: experience and story in qualitative research. San Francisco: Jossey-Bass.Connelly, F. M., & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.2307/1176100Clandinin, J & Caine, V. (2012). Narrative Inquiry. Reviewing Qualitative Research in the Social Sciences. (1st ed). 14. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203813324-17/narrative-inquiry-jean-clandinin-vera-caineCMS. (2021). Charlotte-Mecklenburg Schools Month 1, 2021-22 School Diversity Report. https://www.cms.k12.nc.us/cmsdepartments/StudentPlacement/PlanningServices/Documents/2021-22_School%20Diversity%20Report.pdfCorbetta, S., Bonetti, C., Bustamante, F., & Vergara, A. (2018). Educación Intercultural Bilingüe y enfoque de interculturalidad en los sistemas educativos latinoamericanos. Avances y desafíos. Santiago de Chile: Comisión Económica para América Latina y el Caribe (CEPAL). https://repositorio.cepal.org/handle/11362/44269Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2), 305–312. https://doi.org/10.1177/00336882221114478.Forghani-Arani, N., Cerna, L., and Bannon, M. (2019). The Lives of Teachers in Diverse Classrooms OECD Education Working Paper No. 198. [Working Paper, Directorate for Education and Skills] OECD.https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2019)6&docLanguage=EnFulop, G. (2021, 10 February). What can schools and teachers do to nurture high-achieving students?. OECD Education and Skills Today. https://oecdedutoday.com/schools-teachers-nurture-high-achieving-students/Gary Barkhuizen, (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning, System, Volume 47. Pages 12-27, ISSN 0346-251X, https://doi.org/10.1016/j.system.2014.09.014.Gary Barkhizen, P. B. (2014). Narrative Inquiry in Language Teaching and Learning Research. New York: Taylor & Francis.Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6a. ed.). México D.F.: McGraw-Hill.Jackson, Ronald & Drummond, Darlene & Camara, Sakile. (2007). What Is Qualitative Research?. Qualitative Research Reports in Communication. 8. 21-28. 10.1080/17459430701617879.Kartch, F. (2017). The SAGE Encyclopedia of Communication Research Methods. (Vols. 1-4). SAGE Publications, Inc, https://dx.doi.org/10.4135/9781483381411Kong, K. (2015). Teachers’ identities and creative teaching in language immersion classrooms. Learning Languages. 21 (1), 20-23. https://repository.usfca.edu/cgi/viewcontent.cgi?article=1533&context=dissMendieta, J. (2013). Narrative research: An alternative approach to study language teaching and learning. Universidad de la Sabana, Bogotá, Colombia.Ntinda, Kayi. (2020). Narrative Research. 10.1007/978-981-10-2779-6_79-1.North Carolina Department of Public Instruction. (2019, August 15). North Carolina World Language Essential Standards: Classical Languages, Dual & Heritage Languages, Modern Languages. https://www.dpi.nc.gov/media/4112/openOspina, N. S., & Medina, S. L. (2020). Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges. Journal of Research in International Education, 19(1), 38–53. https://doi.org/10.1177/1475240920915013Parker, J. (2019). Multicultural Education as a Framework for Educating English Language Learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, OJED, 4, 22-35. https://files.eric.ed.gov/fulltext/EJ1239352.pdfRodríguez, S. (2018) Narrative Inquiry: Experiences in English Learning and Teaching, EDULEARN18 Proceedings, pp. 5678-5682.Serrador (2021). Los programas de intercambio como herramienta de aprendizaje en contextos plurilingües. https://www.researchgate.net/publication/355176251_Los_programas_de_intercambio_como_herramienta_de_aprendizaje_en_contextos_plurilinguesUbaque-Casallas, D. F. (2021). Language Pedagogy and Identity. Learning from Teachers’ Narratives in the Colombian ELT. 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Realities and Pedagogical Experiences: Exploring Language Teaching Feats Abroad

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