Local Epistemological Perceptions That Underlie EFL Literature and Teaching Practices in Colombia

Y

21

Epistemology; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Bilingualism; Cultural Context; Foreign Countries; College Faculty; Language Teachers; Teacher Attitudes; Relevance (Education); Cultural Pluralism; Multilingualism; Preservice Teachers; Teacher Education Programs; Educational History; Language Planning; Language Attitudes; High School Teachers

0120-5927

This study aims to understand the local and updated epistemological perceptions of the teaching and learning of English as a foreign language (EFL) in Colombia from the voices of English language university teachers. This qualitative research emerges as part of a hermeneutical perspective which allowed the authors to analyze experiences, perceptions, and understandings of teachers in the foreign language-teaching field. Data collection instruments included a literature review using framework matrices and semi-structured interviews. After data analysis, three categories emerged: Pertinence and Relevance of Teaching and Learning of EFL, Teaching and Learning of EFL, and The State of Bilingualism. The study concludes with the recommendation of promoting the teaching and learning of foreign languages based on contextualized necessities of Colombia. We draw attention to the cultural and linguistic diversity in our country. In addition, we raise awareness among preservice teachers towards an epistemological reconstruction that involves the ecology of knowledge, engaging them in critical knowledge and practices from outside the Eurocentric vision.

As Provided

2023

EJ1384135