This article challenges the discourses and practices embedded in inclusive education in Colombia as enacted in policies and biological, social, and moral models of human rights. Drawing on critical disability theory, it unsettles the domesticated conceptualization of disability(ies) provided by inclusive teaching policies and deficitarian human rights-based models. This pedagogical stance enables the exploration of English language (EL) teachers’ representations of functionally diverse (FD) students in inclusive settings. The article grapples with contradictions in the educational system that render inclusionary practices, structure, terminologies stemmed from a pathologizing education of the FD children. These contradictions generate representational tensions, meanings, and implications for the teaching of English as a foreign language. The data collection instruments were semi-structured interviews, written narratives, and official texts. The findings suggest that EL teachers normalize and denaturalize inclusive discourses and deficit views derived from inclusive education. The study concludes that EL teachers resist and transform institutionalized inclusive practices through a pedagogical self-discovery, that is a EL personal discursive construction(s) situated within their views of inclusive education.

This study explores the intricate and evolving nature of language teacher identity (LTI) through a narrative inquiry into the life stories of four Mexican English language teachers. LTI plays a pivotal role in shaping educators' self-perceptions, pedagogical decisions, and classroom interactions. Using a qualitative narrative approach, the research delves into the participants' biographies to reveal how their personal experiences, cultural backgrounds, and professional contexts influence the formation of their identities. The findings highlight three central identity frames: instructional, disciplinary, and professional. Instructional identities are molded by classroom practices and student interactions, while disciplinary identities are shaped by the teachers' knowledge and beliefs about language education. Professional identities, on the other hand, emerge from a blend of experiences, motivations, and aspirations. Notably, the study uncovers the significant role of caring practices in resolving identity tensions, aligning with ethics of care theory. These insights enhance the understanding of LTI as a dynamic and continually negotiated construct, influenced by various educational contexts. The study underscores the importance of reflective and caring practices in teacher education programs to support the comprehensive development of teacher identity.

Today's education must address the challenges posed by an increasingly linguistically diverse society, in which communication has been profoundly reshaped by advances in information and communication technologies. In response to this complex communicative landscape, a qualitative action research study was conducted with a group of undergraduate students enrolled in an intermediate English course at a public university in Colombia. The study aimed to examine to what extent students maximize meaning making in English through the creation of multimodal texts within their university community. During the didactic intervention, which incorporated community pedagogy, multimodal activities were interwoven to scaffold students' multimodal text design. Data were collected through a teacher’s journal, interviews and students’ multimodal eBooks. The findings revealed that multimodality was a powerful means to make community members visible, highlight social issues, and inspire social transformation. Finally, the combination of community pedagogies and multimodality effectively promoted meaning-making in the target language, enhancing students' linguistic competence and critical literacy practices.

This study analyzed the effects of constant exposure to English as a foreign language on developing Spanish as the first language among elementary school students. This research study was oriented from a historical hermeneutical paradigm, using a qualitative approach and a narrative inquiry. The study involved English language, Spanish language, and pedagogical support from teachers who examined students’ bilingual learning experiences. The researchers applied four data collection techniques: an observation guide, an open-ended survey, a semi-structured interview, and a questionnaire, all of which sought to highlight the importance of a balanced approach to language education that values and supports the development of first and foreign languages. This integrated perspective was vital for ensuring students can effectively navigate the complex landscape of learning languages while preserving their personal, linguistic, and cultural identities. The study highlights the importance of balancing learners' native language with English proficiency, emphasizing cultural preservation and linguistic identity for thriving in a globalized world.

Este artículo de reflexión pedagógica propone la incorporación del preguntar y preguntarse como dimensiones epistemológicas y ontológicas fundamentales en la activación del dispositivo pedagógico didáctico. Mientras que el preguntar permite conocer el objeto de la acción pedagógico didáctica, el preguntarse responde a la manera cómo el maestro se posiciona frente a este objeto. El artículo sugiere ciertos principios de la práctica pedagógica para que el profesorado enriquezca su accionar pedagógico y pueda dar cuenta de lo que sabe y experimenta en su quehacer. Desde una ontología del lenguaje que enfatiza la naturaleza discursiva del ser y su capacidad para explicarse y explicar el mundo, se plantean cinco dominios de reflexión: experiencial, discursivo, performativo, moral y emocional. A partir de la explicación de cada uno, se establecen relaciones con el racismo y se propone una serie de preguntas orientadoras consideradas principios de activación del dispositivo pedagógico didáctico contra el racismo. Se concluye que el valor de la pregunta en su dimensión ontológica y epistémica contribuye al desarrollo de una mayor conciencia crítica y creativa del maestro frente a su práctica pedagógica, para retar el racismo como una presencia que permanece y se resiste en las aulas y las instituciones escolares.

The use of eye-tracking methodology in L2 assessments has become increasingly common, focusing on examining the cognitive validity of tests and the processing patterns of test takers. This paper reviews both empirical and theoretical studies on eye-tracking in L2 assessments and its applications in language education research. Through the lens of cognitive psychology, the paper examines the fundamental principles and primary applications of eye-tracking in L2 assessment. It also discusses potential theoretical and pedagogical implications. Finally, it highlights the limitations of current studies in this field and offers suggestions for future research to broaden the scope of eye- tracking studies in language testing and assessment.

Broadly speaking, personality refers to the combination of traits that make people appear different and accordingly behave differently (Fazeli, 2012; Yusoff, Rahim, & Esa, 2010; Wakamoto, 2000; Ehrman & Oxford, 1990). Based on this psychological endowment, individuals shall either be introverts or extroverts while behaving during oral discourses (Sharma, 2008). This study investigates the impact of personality on English language oral performance (ELOP), focusing on accuracy, fluency, and vocabulary. A purposive sample of 35 tertiary-level students was selected. Two personality measuring scales, i.e. Eysenic Personality Inventory (EPI) and the Myers-Briggs Type Indicator (MBTI), were used to determine the specific traits of the participants. On the basis of the score obtained, the participants were classified as introverts and extroverts. Classroom observations, guided by observational protocols, were conducted in gleaning data. To minimize researcher bias, observations were conducted collaboratively with co-researchers and their observation and further followed by validation through concerned class teachers. Thematic analysis of the collected data revealed that extraversion significantly influences ELOP.

Este artículo presenta una revisión descriptiva de la literatura con el propósito de elucidar cómo el significado y la construcción de significado han sido conceptualizados dentro de la lingüística aplicada en Colombia durante las dos últimas décadas. Los estudios se agrupan en seis temas clave: estudios centrados en pedagogías, biliteracidad y multiliteracidad, interacción en el aula , translanguaging y multimodalidad. A partir de la categorización y el análisis de diferentes trabajos, el documento resume los estudios en este campo, proporcionando un punto de referencia para educadores y lingüistas aplicados interesados en investigar la creación de significado o la enseñanza del inglés como lengua extranjera (EFL). Además, el artículo subraya la necesidad de un cambio de paradigma desde los enfoques lingüísticos tradicionales hacia concepciones más contemporáneas y multimodales de la comunicación. En esta línea, aboga por la integración de la multimodalidad en la investigación y en la pedagogía de las lenguas extranjeras, haciendo hincapié en la creación de redes de significado a través de interacciones multimodales influidas por factores culturales y de identidad.

Este artículo investiga la enseñanza del español como lengua adicional (ELA) desde una perspectiva sociocultural, subrayando la relevancia de la mediación, la consciencia y la creatividad en el proceso educativo. Estas dimensiones son cruciales para transformar la enseñanza en un proceso que no solo transmite conocimiento lingüístico, sino que también promueve la co-construcción de la identidad personal del estudiante. Se emplea una metodología de investigación-acción, la cual incorpora el relato digital como herramienta para fomentar la mediación sociocultural y la construcción identitaria. Se analiza la experiencia de estudiantes adultos en una universidad chilena, lo que proporciona un contexto para evaluar cómo los relatos digitales pueden ser utilizados de manera efectiva. Los estudiantes utilizan la narrativa personal y la creación digital para modelar su identidad en un entorno de aprendizaje interactivo y reflexivo, lo que destaca la utilidad de esta herramienta digital para integrar elementos culturales y personales en la enseñanza del ELA. Entre los resultados más notables se incluyen la mejora de las habilidades lingüísticas y una mayor conexión emocional y cultural de los estudiantes con el idioma.

Bilingualism has become a major theme in language policies over the last decades, reflecting language ideologies and guidelines for practice. Yet, stakeholders have responded to these policies in diverse ways. This multi-case study explores the language and education ideologies of language policies and Colombian policy stakeholders. Specifically, it examines how stakeholders exercise their agency in the formulation and application of the policies was also explored. The data analyzed includes interviews with stakeholders (see Appendix 1)—such as policy makers, scholars, test designers, administrators of second-language teacher preparation programs and language centers, and teachers from various cities of West-Center Colombia and recent national policy documents. The study shows an emerging shift in stakeholder’s ideologies, discourses, and practices towards alternative, heteroglossic bilingual oriented views. Additionally, the study evidences the active and relevant role of stakeholders in the enactment and appropriation of policies and points to the influence stakeholders have exerted on written policies and official discourses. These findings suggest the need for more participatory and context-sensitive policies focusing on learner’s necessities, expand language curricula, and foster heteroglossic teaching and assessment practices.