DOI:
https://doi.org/10.14483/2422278X.17118Published:
2021-06-16The peace tree in ELT: A problematizing exploration
El árbol de la paz en EI: una exploración problematizadora
Keywords:
EI, Construcción de paz, Subjetividades de profesores, Conocimiento de profesores (es).Keywords:
ELT, Peace construction, Teachers' subjectivities, Teachers' knowledge (en).Downloads
Abstract (en)
The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.
Abstract (es)
La Enseñanza del Inglés (EI) se ha transformado desde sus perspectivas sobre el conocimiento y el lenguaje. Aunque algunas posiciones instrumentales sitúan a los profesores de inglés en una posición pasiva, receptiva y técnica, su práctica demuestra sus intereses en fenómenos extracurriculares, tocantes a la Construcción de Paz (CP) en EI. Este estudio cualitativo-exploratorio devela posibles conexiones entre la CP y EI. Se realizó una revisión documental, y entrevistas semiestructuradas a cuatro profesores de inglés. Una metáfora orgánica emerge para discutir los hallazgos, hacia la construcción de conocimiento (Serna, 2018). Se reflexiona críticamente acerca de cómo la CP y EI se articularían desde una lectura sobre su racionalidad o la reducción de la distancia disciplinar canónica entre ambos campos para reconocer su interconexión. Discuto finalmente las dimensiones transdisciplinar y diversa de la EI.
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