Maestría Ambientes Bilingües de Aprendizaje

URI permanente para esta colecciónhttp://hdl.handle.net/11634/48705

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Procesos metacognitivos en ambientes bilingües de aprendizaje: un análisis de la metacognición en los Model United Nations (MUN)
(Universidad Santo Tomás, 2026-07-08) Chala Ruíz, Daniela; Buelvas Gómez, Rafael; Rubiano Arana, Paola Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018080; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378292; https://scholar.google.com/citations?hl=es&user=ZSzJpb0AAAAJ; https://scholar.google.com/citations?user=WFtfQFIAAAAJ&hl=en; https://orcid.org/0000-0002-5583-4235; https://orcid.org/0009-0007-2971-1761
This research analyzes how metacognitive processes are manifested in high school students at George’s Noble School during their participation in Model United Nations (MUN), understood as bilingual immersion learning environments. The study was developed from a descriptive-interpretive approach, supported by descriptive analysis of a survey administered to 24 students and thematic analysis of qualitative information obtained through interviews with teachers and coordinators. The instruments made it possible to identify processes associated with planning, monitoring, self-regulation, learning evaluation, and reflection on the use of English in authentic academic contexts. The results show a favorable tendency toward high levels of metacognitive awareness and regulation, especially in aspects related to reflection on learning, strategic adjustment, and performance monitoring during debates. Likewise, the interviews highlighted the role of teachers and coordinators in the pedagogical, emotional, and formative support of students. Overall, the findings suggest that MUN promote not only the development of bilingual competencies, but also autonomy, empathy, critical thinking, and integral education. In this way, the study contributes to the understanding of MUN as pedagogical settings that integrate bilingualism, metacognition, and humanistic education within bilingual learning environments.
The impacts of acknowledging intercultural components in translanguaging practices in two different settings
(Universidad Santo Tomás, 2026-07-03) García Guauque, Raquel Sofía; Pacheco Madera, María Marcelina; Piñeros Castro, Julio César; Díaz Castiblanco, Maura Imelda; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001319710; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000370797; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372314; https://scholar.google.com/citations?user=mKQD_wsAAAAJ&hl=es; https://scholar.google.com/citations?user=HFvw-10AAAAJ&hl=es; https://orcid.org/0009-0004-9009-3884; https://orcid.org/0009-0007-0277-5706; https://orcid.org/0009-0008-1188-0687
This study analyzes the influence of integrating intercultural components into translanguaging practices within bilingual learning environments. Grounded in a qualitative action research design, the study was conducted in two contrasting institutional contexts in Colombia, characterized by differing levels of exposure to English and varying degrees of cultural content integration. Data were collected through semi-structured interviews, classroom observations, and surveys, and subsequently analyzed using thematic coding. The findings reveal a predominantly reductionist approach in both institutions. Translanguaging practices are largely neglected and are reduced to a superficial form of code-switching. Similarly, intercultural components are incorporated in a limited and often tokenistic manner, reflecting a lack of critical engagement with cultural diversity. Furthermore, findings highlighted the influence of sociocultural and emotional factors on learners’ motivation in the classroom and the use of the full linguistic repertoire. Differences across contexts point to the role of learning strategies and teacher support in effectively integrating interculturality and translanguaging. These results suggest that Colombian learning environments should move beyond surface-level implementations of intercultural content and reconsider the pedagogical potential of translanguaging as a transformative practice. The study underscores the need for transcultural and plurilingual frameworks that transcend instrumental approaches to language teaching and promote culturally responsive, context-sensitive, and critically oriented practices that enable learners to engage with diverse cultural realities while fully mobilizing their linguistic resources.
Caracterización de un ambiente de aprendizaje en la adquisición de la competencia de comunicación oral en inglés de estudiantes de grado 10° de una IE privada.
(Universidad Santo Tomás, 2026-07-03) Olier Escobar, Ornella Verónica; Moreno Gutiérrez, Gloria María; Albarracín Cordón, Pablo Antonio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001740424
In many private institutions, despite having technological resources, adequate infrastructure, and curricula that promote bilingualism, high school students continue having difficulty expressing themselves orally in English. This situation reflects a possible mismatch between the learning environment and the development of communicative competencies. In response to this challenge, the present project aims to examine how school environment factors influence the acquisition of oral competence in English. Specifically, it seeks to identify the physical, pedagogical, and emotional components of the English classroom, explore teachers’ and students’ perceptions of oral language teaching, and suggest methodological adjustments aligned with the characteristics of the educational setting. The research is based on a qualitative descriptive approach, which seeks to understand phenomena in their natural context through the voices of the actors involved. The population consists of 234 high school students, from which a sample of 28 students from grade 10°D was selected using simple random sampling, ensuring representativeness and reducing potential bias. In conclusion, this study intends to provide a comprehensive characterization of the learning environment that will strengthen oral competence in English, serving as a valuable input to improve pedagogical processes in private school contexts.
Aprender desde el campo: brechas y actitudes lingüísticas en la educación bilingüe rural
(Universidad Santo Tomás, 2026-07-02) Barón Baracaldo, Luz Andrea Melissa; Becerra Becerra, Lissi Johana; López Niño, Angélica Rocío; Vargas Zambrano, Luis Carlos; Universidad Santo Tomás
This research analyzes the educational gaps in bilingual learning environments within rural technical education and their relationship with learners’ linguistic attitudes toward English. It is framed within a hermeneutic paradigm and a mixed-methods approach with a qualitative predominance, using an interpretative case study. Data were collected through a socio demographic questionnaire, and semi-structured interviews applied to both apprentices and instructors in rural contexts. The findings reveal that educational gaps related to infrastructure, access and permanence, curriculum, and equity, do not work separately, but they are interconnected and shape the learning experience. Some of these gaps show a direct influence on apprentices’ cognitive, affective, and behavioral attitudes, while others do not present a direct relationship. Likewise, it is identified that linguistic attitudes are not homogeneous; rather they are constructed through the interaction of structural, pedagogical, and experiential factors. In this process, the instructor’s role is fundamental in creating more contextualized learning environments. Overall, the research contributes to understanding bilingual education in rural contexts, by highlighting the need to design appropriate pedagogical strategies that integrate both local settings and attitudes towards language learning.
Incidencia del tamaño del grupo estudiantil en la calidad del ambiente de aprendizaje del inglés como lengua extranjera de la sección secundaria en el colegio distrital ciudad Chengdú de Bogotá.
(Universidad Santo Tomás, 2026-07-01) Camacho Palacios, Alisson Nicol; Ropero Peñaranda, Angelica María; Pombo Vera, Lynda Stephany; Milanés Ángel, Luis Miguel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002283684; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001735597; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372304; https://scholar.google.com/citations?hl=es&user=jXNnvGsAAAAJ; https://scholar.google.com/citations?hl=es&user=5AK7y_QAAAAJ; https://orcid.org/0009-0001-2121-9971; https://orcid.org/0009-0003-5712-5701
The research analyzes the impact of student group size on the quality of the English as a Foreign Language learning environment in a public secondary school institution in Colombia, based on the need to understand how the number of students per classroom influences pedagogical dynamics, interaction, and learning experiences. The study was conducted using a qualitative approach with a phenomenological orientation, allowing the exploration of students’ and teachers’ perceptions and experiences regarding the phenomenon. For data collection, semi-structured interviews with students, interviews with English teachers, and the PhotoVoice technique were used, through which participants visually documented situations within the school environment related to their learning process. The collected information was analyzed through thematic analysis proposed by Braun and Clarke (2006), complemented by content analysis and data triangulation, which enabled the identification of recurring patterns and emerging categories. The findings reveal that group size directly affects the quality of the learning environment, as factors such as constant noise, overcrowded spaces, limited individual attention, and reduced opportunities for oral participation negatively influence the development of English communicative skills. Likewise, these conditions were found to impact students’ socio-emotional dimension, generating anxiety, insecurity, and fear of making mistakes, particularly during oral production activities. Despite these difficulties, the study also identified pedagogical strategies implemented by teachers, such as cooperative learning, group activities, technological resources, and participatory dynamics aimed at responding to the characteristics of large classes. However, these strategies are constrained by classroom structural factors and high student density, which limits their effectiveness. Similarly, collaborative peer work emerged as a significant support strategy, fostering interaction, participation, and the collective construction of knowledge. In conclusion, the research established that group size is not merely an administrative variable, but rather a factor that impacts pedagogical, social, and emotional dimensions of English language learning, conditioning participation, feedback, and the overall educational experience. In this sense, the study provides a comprehensive understanding of the phenomenon and highlights the need to strengthen pedagogical and institutional practices that promote more participatory, inclusive, and emotionally safe learning environments for foreign language teaching.
Fostering syntactic competence through project-based learning: evaluating explicit and implicit grammar instruction in a colombian public school
(Universidad Santo Tomás, 2026-07-01) Ospina Ramírez, Ana Milena; Cáceres Gómez, David Elías; González Díaz, Leidy Marcela; Bonilla Mora, Martha Isabel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001002295; https://scholar.google.com/citations?user=0Jpy9GQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8823-2505; https://orcid.org/0009-0002-5657-3353; https://orcid.org/0009-0006-9875-5111
This study investigates the impact of explicit and implicit grammar instruction on the development of syntactic competence among ninth-grade students in a Colombian public school, framed within a Project-Based Learning (PBL) methodology. Syntactic competence, defined as the ability to construct grammatically accurate sentences, remains a persistent challenge in English as a Foreign Language (EFL) context, where exposure outside the classroom is limited. While communicative approaches often prioritize fluency, they risk neglecting accuracy, creating instructional gaps that hinder performance in national assessments and external exams. To address this tension, the research explores how explicit rule-based instruction and implicit exposure to grammar structures can be integrated into PBL to balance accuracy and fluency in authentic learning environments. A qualitative comparative case study design was employed, analyzing two ninth-grade groups: one receiving explicit grammar instruction and the other implicit instruction, both within PBL projects. Data was collected through surveys, classroom observations, and written tasks, enabling triangulation of student perceptions, pedagogical practices, and grammatical accuracy. The study focuses particularly on the use of the Simple Present tense, assessing students’ ability to apply structures in written production. Findings highlight the contextual influences shaping grammar instruction in Colombian public schools, including socioeconomic challenges, limited resources, and policy-driven curricula. By situating grammar teaching within meaningful projects, the study demonstrates how explicit and implicit strategies can complement each other, fostering both declarative and procedural knowledge. Ultimately, this research contributes to bilingual education by offering practical insights into grammar pedagogy that align innovation with accountability in Colombian classrooms.
Las prácticas translingües y su contribución al empoderamiento lingüístico-cultural en el programa Access de Bucaramanga
(Universidad Santo Tomás, 2026-07-01) Díaz Pabón, Edwin Alexis; Flórez Mejía, Mayerly Juliana; Álvarez Idarraga, Nelly Johana; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001827245; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377832; https://scholar.google.com/citations?user=SAQ9QHAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4581-3625; https://orcid.org/0009-0003-5555-0149; https://orcid.org/0009-0007-4237-080X
This study examines how translanguaging practices manifest in the English Access Program in Bucaramanga and how they contribute to students’ linguistic-cultural empowerment. Using a qualitative interpretive approach, interviews, focus groups, questionnaires, and classroom observations were employed to identify patterns of participation, agency, identity, belonging, and self-efficacy. Findings indicate that the effectiveness of translanguaging depends on institutional legitimacy and pedagogical intentionality, showing that its conscious integration promotes active participation, student leadership, and validation of linguistic and cultural repertoires. The study also discusses tensions arising from monolingual policies and the internalization of language ideologies, highlighting the need for explicit policies supporting the full repertoire of students.
Diseño de estrategias para el desarrollo de la habilidad de escritura en inglés en la preparación para pruebas internacionales, según el marco común europeo de referencia, en estudiantes de décimo grado del colegio Emilio Valenzuela de Bogotá, Colombia.
(Universidad Santo Tomás, 2026-07-01) Castro Carreño, Geraldyne Isabella; Rincón Aparicio, Carlos José; Sánchez Fonseca, Jhoann Sebastián; Díaz Castiblanco, Maura Imelda; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001319710; https://orcid.org/0009-0005-9864-7121; https://orcid.org/0009-0006-7226-9684; https://orcid.org/0009-0009-7855-6547
Major technological advances, along with the increasing speed of communication, have enabled new generations to remain in constant contact with different cultures around the world, resulting in a significant global cultural exchange. This phenomenon has highlighted bilingualism as a necessity, since communication becomes imperative when interacting with others. Consequently, countries such as Colombia have made considerable efforts to provide their citizens with tools for learning and using a second language, in this case English. However, the results of standardized assessments reveal that current levels of bilingualism remain well below expectations across all evaluated language skills. For this reason, the objective of the present study is to provide support and strategies to improve the writing skills of tenth-grade students at Emilio Valenzuela School, located in the city of Bogotá. The study employs the case study method, which allows the issue to be addressed directly within its natural setting, namely the classroom. Likewise, a semi-structured interview is conducted, which not only reveals the students' perspectives but also enables non-participant observation to gather objective information regarding the participants' interactions, attitudes, and responses to specific stimuli or educational strategies. Finally, a survey is used to identify the students' viewpoints after participating in a workshop designed to improve their written production skills by following a series of steps established by the authors.
Percepciones y experiencias docentes sobre la integración de sus disciplinas y lengua extranjera en un ambiente bilingüe de aprendizaje.
(Universidad Santo Tomás, 2026-07-01) Alvarez Troncoso, Jeimy Katherine; Poloche Bustamante, Janyeth Pauline; Torres Reyes, Natalia Andrea; Gaitán Mesa, Karen Lorena; Universidad Santo Tomás
This study examines the reality of non-language subject teachers in Colombia who teach in English without specific professional training in foreign languages within the framework of bilingualism policies. The study aimed to assess their level of preparedness, the strategies they employ, and their perceptions, in order to identify the key challenges and opportunities facing these programs and to help improve pedagogical practice. To this end, a sequential explanatory mixed-methods design was implemented in two phases: a quantitative phase involving surveys of teachers from various disciplines, and a qualitative phase consisting of semi-structured interviews that allowed for a deeper exploration of their experiences. The results indicate that, while teachers highly value the use of English as a medium of instruction, various obstacles related to their language proficiency and training shape their classroom practices and the surrounding environment. Nevertheless, they are also able to evaluate these conditions. We conclude by outlining implications for more rigorous teacher training, improved institutional guidance, and the need to strive for the viable implementation of long-term regional models that meaningfully bridge theoretical approaches and practice, drawing on the insights of those who have learned from their students' success.
Reflexión e interpretación de los ambientes bilingües de aprendizaje en dos instituciones Educativas Colombianas
(Universidad Santo Tomás, 2026-07-01) Calle Torres, Lady Johana; Celis Manjarrez, Angie Karina; Diaz Peñaloza, Julián Sneyder; Rodríguez, Sandra Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001845296; https://scholar.google.com/citations?user=bNVo-L0AAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=H2nMU48AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-0567-412X; https://orcid.org/0009-0006-8487-4558; https://orcid.org/0009-0008-4875-4852
This research analyzes how the physical characteristics and pedagogical approach of Bilingual Learning Environments (BLE) influence English language learning among tenth-grade students. The study was conducted in two Colombian institutions with contrasting profiles: Institución Educativa San José, a public school in Itagüí (Antioquia), and Colegio Nuestra Señora de Nazareth, a private school in Barranquilla. Within a qualitative and interpretive framework using a comparative case study design, data were collected through non-participant observation, semi-structured focus group interviews, and field journals. Thematic analysis revealed four emerging categories: affective climate and motivation, pedagogical strategies and learning dynamics, teaching resources and physical space organization, and social interaction and collaborative learning. Findings show that both institutions maintain a positive emotional climate that reduces students' fear of making mistakes and strengthens their linguistic confidence. Active pedagogical strategies stand out, including gamification, communicative activities, and digital platforms such as Kahoot and Quizziz, all of which promote participation and meaningful learning. Collaborative work emerges as a key element for the collective construction of knowledge. Nevertheless, relevant contextual differences exist regarding the availability of technological resources and infrastructure, with the private school holding a clear advantage. Triangulation with the theoretical framework confirms that BLEs are complex pedagogical ecosystems whose effectiveness does not depend exclusively on material resources, but on the synergistic integration of pedagogy, language, space, and context. It is concluded that when these elements are intentionally articulated, the classroom becomes a transformative environment that enhances the holistic development of students in globalized contexts.
Bilingüismo y ruralidad: percepciones de los estudiantes de bachillerato de la escuela La Meseta.
(Universidad Santo Tomás, 2026-07-30) Viviana Andrea, Cortés Hernández; Carlos Eduardo, Aguilar Cortés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001450027; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002373145; https://orcid.org/0000-0001-9527-0991; https://orcid.org/0009-0006-1203-519X
This research analyzes the perceptions of high school students at La Meseta rural school regarding learning English as a foreign language. The research was conducted using a qualitative approach and an instrumental case study design. It was also grounded in the socio-critical paradigm, with the aim of understanding students’ perception and identifying the pedagogical and contextual factors that shape these perspectives. Likert-type surveys and focus groups were used to collect data from a sample of secondary education students. The results reveal a structural contradiction: while students highly value the language as cultural capital for labor success, they face severe limitations in infrastructure, technological resources, and actual exposure to the language in their environment. Furthermore, English is perceived as a "transitional language," linked to a desire for urban migration rather than the development of rural territories.
Perceptions of institutional strategies to improve english performance in the icfes through bilingual environments
(Universidad Santo Tomás, 2026-06-29) Escobar Orjuela, Laura Nathalia; Machao Lopera, Yairy Paoli; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás
This research analyzes the perceptions of institutional strategies implemented to improve English performance in the Saber 11 (ICFES) exam through bilingual environments at Colegio Colsubsidio Ciudadela in Bogotá. The study is justified by the persistent gap between national bilingualism goals and the actual results obtained in standardized assessments, which often highlight difficulties in reading comprehension and vocabulary. The primary objective is to interpret the coherence between these management strategies and the real learning needs of the school community. Methodologically, the study adopts a qualitative descriptive approach. Data collection involved three instruments: a researcher-designed observation grid applied during mock exam sessions, a questionnaire administered to 22 eleventh-grade students, and semi-structured focus group interviews with five English teachers and academic administrators. The information was processed using thematic analysis, which allowed the identification of five analytical codes: the role of mock exams, the development of reading skills, the use of ICFES-based materials, the impact of feedback, and the monitoring of academic progress. The findings reveal that the institution prioritizes high-fidelity simulations, such as the "Milton Ochoa" mock exams, to replicate real testing conditions. While students acknowledge these strategies as useful for familiarizing themselves with the exam format, they also perceive them as "tedious" and high-pressure. A significant gap was identified in feedback processes; although mock exams provide numerical data, they often lack the pedagogical mediation necessary for students to understand their errors and improve their communicative competence. Teachers expressed tension between fulfilling administrative mandates for higher scores and fostering meaningful language learning. The research concludes that institutional strategies are perceived as effective tools for standardization and statistical improvement, validated by the school achieving its highest results in seven years, but at the cost of a "hijacked curriculum" that favors mechanical training over authentic bilingualism. Finally, it is recommended that the institution balance its approach by integrating formative feedback, differentiated instruction to address varying proficiency levels, and more contextualized materials that connect English learning with students' life projects and digital realities.
Teoría de la autodeterminación: lineamientos didácticos para el bilingüismo y la inclusión socioeconómica.
(Universidad Santo Tomás, 2026-06-30) Sánchez Rodríguez , María Camila; Devia Orjuela , Jhovany Ariel; Betancurt Ruiz , Andrés Camilo; Aguilar Cortés, Carlos Eduardo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001450027; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376040; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376175; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002392438; https://scholar.google.com/citations?user=YLWeBRAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9527-0991; https://orcid.org/0009-0000-1314-2233
According to various studies, it has been evidenced that in many public educational contexts, traditional pedagogical practices centered on memorization and repetition continue to prevail, limiting the development of students’ communicative competencies (Basurto et al., 2022; Quintero et al., 2018). In line with these perspectives, the present project's findings identified classroom dynamics characterized by high dependence on the teacher, low student participation, and little relation between the content and students’ real-world situations. In contrast, the Ministerio de Educación Nacional (2006) states that English teaching should be oriented toward meaningful use in real contexts. This tension between institutional guidelines and classroom practices is also influenced by motivational and real aspects that directly affect the learning process, especially in diverse socioeconomic environments (Carrillo, 2023). Within this context, the present project aimed to propose didactic guidelines structured through a pedagogical route, grounded in Self-Determination Theory (SDT) (Deci & Ryan, 1985; 2008) and the immersive classroom approach, aimed at strengthening English as a Foreign Language learning and socioeconomic inclusion among sixth-grade students in a public educational institution. This study was developed using a qualitative approach (Hernández et al., 2014) and a case study design (Yin, 2018; Stake, 1999), allowing for an understanding of classroom dynamics in their real-world context. Information was collected through techniques such as non-participant observation, focus groups, and document analysis, which provided a comprehensive view of the educational phenomenon under study (Valles, 1999). The results revealed a high dependence on the teacher, low levels of autonomy, and unequal participation among students. Likewise, it was observed that initial motivation tends to decrease when activities are not meaningful, which coincides with the perspectives of Reeve (2008) Weiner (2010) regarding the influence of context on learners’ motivation. Alternatively, playful and contextualized strategies were identified as factors that foster greater participation and engagement (Molina-García et al., 2021; García & Mora, 2020). Based on these findings, a pedagogical route structured into four stages was designed: motivation activation, contextualized comprehension, interaction and language production, and reflection and self-regulation. Likewise, it was concluded that the integration of Self-Determination Theory (SDT) and immersive classrooms constitutes a relevant approach to promoting meaningful English learning. Consequently, socioeconomic inclusion is envisioned as a potential impact by promoting equitable access to linguistic tools. It is concluded that the SDT-immersive classroom articulation is relevant for promoting meaningful and equitable learning.
Impact of ai integration in bilingual learning environments at private institutions in colombia: implications for cultural and cognitive dimensions
(Universidad Santo Tomás, 2026-06-24) Bernal Flórez, Laura Carolina; Azuero Sánchez, Jose David; López Metaute, Luis Fernando; Diaz Diaz, Carlos David; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visuali zador/generarCurriculoCv.do?cod_rh=0002373 247; https://scienti.minciencias.gov.co/cvlac/visualizado r/generarCurriculoCv.do?cod_rh=0002418615; https://scienti.minciencias.gov.co/cvlac/visualizado r/generarCurriculoCv.do?cod_rh=0002373285; https://orcid.org/0009-0005-8415-1600; https://orcid.org/0009-0007-9198-9588; https://orcid.org/0009-0004-4631-1637
This study examines the impact of Artificial Intelligence (AI) integration on the cognitive and cultural dimensions of students in bilingual learning environments at private institutions in Colombia. As AI tools such as ChatGPT and Google Gemini become increasingly prevalent in classrooms, concerns arise regarding their superficial use, potential erosion of critical thinking, and cultural homogenization in language learning. Grounded in a qualitative comparative case study design, data were collected through semi-structured interviews, non-participant classroom observations, and think-aloud protocols. Findings reveal that AI can support language acquisition, personalization, and intercultural awareness when mediated by skilled educators; however, uncritical reliance on these tools risks undermining cognitive engagement and cultural identity. The study concludes that effective bilingual education requires purposeful AI integration alongside teacher expertise and intercultural task design, positioning AI as a pedagogical complement rather than a replacement for meaningful human instruction.
Translanguaging and suggestopedia to strengthen communicative competence in EFL learners at colegio la presentación de Tunja, within the Colombian socioemotional education framework
(Universidad Santo Tomás, 2026-06-25) Contador Rivera, María Isabel; Hermosilla López , Lizeth Fernanda; Nova Pita, Yuri Yomali; Bonilla Mora, Martha Isabel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001002295; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001654765; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001711461; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372318; https://scholar.google.com/citations?user=0Jpy9GQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8823-2505; https://orcid.org/0009-0008-5853-5733; https://orcid.org/0009-0008-1925-1367; https://orcid.org/0009-0007-6867-0616
This research examines how translanguaging and suggestopedia, applied as complementary pedagogical strategies, contribute to addressing foreign language learning anxiety (FLLA) and strengthening communicative competence in English as a foreign language.The study was conducted with seventh-grade students at Colegio La Presentación in Tunja,Boyacá, Colombia, and followed a cohort that had been initially engaged in the research process during their sixth-grade year. Rather than treating anxiety as an isolated individual reaction, this study approaches it as a socioemotional construct that permeates students' confidence, oral participation, and academic performance. In doing so, it situates the phenomenon within the broader classroom dynamics and language policy contexts that shape student engagement and identity as language learners.Anchored in Colombia’s educational legislation, including the Constitution (1991), Law 115 (1994), Law 1098 (2006), Decree 3870 (2006), and recent socioemotional education laws(2383, 2414 of 2024, and 2491 of 2025), the project highlights the institutional responsibility to address emotional barriers in bilingual learning. A qualitative action research design was implemented with fifteen participants, using classroom observations, semi-structured interviews, classroom videos, and narrative frames to capture both emotional responses and communicative behaviors. The intervention was originally designed as three two-hour sessions due to institutional time constraints. Solely two sessions were ultimately implemented, constituting a recognized pedagogical limitation of the study.But they integrated techniques, translanguaging practices, and socioemotional support activities. Findings suggest that these strategies fostered confidence, reduced tension, and encouraged meaningful participation, contributing to the creation of human-centered English classrooms where emotional wellbeing and academic achievement are interconnected dimensions of language learning.
La percepción docente de las prácticas bilingües a estudiantes neuro divergentes de secundaria
(Universidad Santo Tomás, 2026-06-25) Murcia Muñoz, Claudia Vivivana; Pulido Lovera, José Luis; Rivera Rodriguez, Luis Alberto; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372291; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372319; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001411787; https://orcid.org/0009-0008-9658-0201; https://orcid.org/0009-0004-0293-9940; https://orcid.org/0009-0000-1413-2854
This study analyzes teachers’ perceptions of bilingual practices aimed at neurodivergent secondary school students in bilingual learning environments, based on an academic gap regarding how teachers understand their praxis in each educational context. To this end, three fundamental axes are addressed: teachers’ knowledge of neurodiversity, the pedagogical strategies implemented, and the challenges and opportunities associated with inclusive education in bilingual settings. The study was conducted using a qualitative, exploratory-descriptive approach, employing data collection tools such as a questionnaire, an observation guide, and an analysis matrix. Regarding knowledge of neurodiversity, it is evident that teachers have a general understanding of the concept and can identify conditions such as ADHD, autism, and dyslexia. In terms of pedagogical strategies, teachers use resources such as visual supports, dynamic activities, collaborative work, and content contextualization, all of which promote meaningful learning; however, these practices do not necessarily respond to a planned inclusive approach since most of the teachers in the sample do not apply differentiated methodologies for this population, which limits their effectiveness in addressing the specific needs of neurodivergent students. Finally, the study highlights the need to more strongly integrate bilingual education, inclusive pedagogy, and neurodiversity studies. In this sense, it concludes that inclusion and educational quality must be conceived as inseparable elements, especially in contexts where cognitive diversity challenges traditional teaching models.
Uso de la lengua materna en la gestión emocional: una mirada a su pertinencia en aulas bilingües de preescolar
(Universidad Santo Tomás, 2026-06-23) Monsalve Peña, Ana Sofía; Restrepo Restrepo, Daniela; Diaz Diaz, Francy Ximena; Milanés Ángel, Luis Miguel; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001619571; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002174510; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001833935; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002316224; https://scholar.google.com/citations?user=m-00ewkAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1560-9324; https://orcid.org/0000-0001-9319-9482; https://orcid.org/0009-0009-3989-5212
This study analyzes the relevance of using the mother tongue in emotional regulation within bilingual preschool classrooms, where the exclusive use of English as a second language is promoted. The research emerged from the tensions between total immersion policies and the emotional needs of young children who are still developing their linguistic and socio-emotional skills. The main objective was to understand how the use of the mother tongue influences emotional regulation and interactions within the classroom. The study was conducted using a qualitative approach and an interpretive paradigm through a case study carried out in a bilingual educational institution in Envigado, Antioquia. Participants included English and Spanish teachers, as well as professionals from the psychoeducational field. Data were collected through field journals, semi-structured interviews, and comparative observations. The theoretical framework was based on the work of authors such as Stephen Krashen, Lev Vygotsky, Daniel Goleman, and Jim Cummins, who emphasize the relationship between language, learning, and emotions. The findings revealed that the exclusive use of English during situations of emotional distress may lead to frustration, silence, and communication difficulties. In contrast, Spanish emerged as an effective tool for expressing emotions, resolving conflicts, and strengthening emotional bonds.
Identidad del docente bilingüe: realidades contrastantes entre Colombia y Estados Unidos
(Universidad Santo Tomás, 2026-06-24) Alarcón Castiblanco, Karen Andrea; Castiblanco Gómez, Jaime; Romero Díaz, Cesar Mauricio; Álvarez Idarraga, Nelly Johana; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002373191; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001834499; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754036; https://orcid.org/0009-0001-3819-1696; https://orcid.org/0009-0007-3960-0416; https://orcid.org/0009-0004-6141-3279
This qualitative, interpretive research stems from a comparative study on the configuration and redefinition of the professional identity of bilingual teachers in contrasting sociocultural contexts. The study included eight Colombian teachers, four of whom work in educational institutions in rural areas of Cundinamarca (Colombia) and four in the multicultural urban environment of Dallas, Texas (United States). The main objective was to analyze how the specific characteristics of the environment, language policies, and pedagogical practices shape the identity and work of these professionals in both settings. Participants completed an online questionnaire and participated in focus group sessions via Microsoft Teams. Data analysis was conducted through a qualitative coding and categorization process, using a comparative matrix to identify convergent and divergent patterns. The results reveal that the sociocultural context is the determining factor in teacher identity, highlighting tensions such as "quantitative dehumanization" in the US system and "pedagogical abandonment" in rural Colombia. It is concluded that the identity of the bilingual teacher is a dynamic and polymorphic construct, where agency emerges as an act of ethical resistance to transform teaching into a vehicle for social justice and human connection.
Codeswitching as a pedagogical practice: an innovative approach to bilingualism in public education.
(Universidad Santo Tomás, 2026-06-27) Pérez Portillo, Natalia Alexandra; Morales Londoño, Juan Esteban; García Molano, Juan Pablo; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás
This study explores how intentional code-switching, as a pedagogical strategy, can enhance English language learning and foster an inclusive classroom environment for sixth-grade students in a public school in Bello, Antioquia, Colombia. Grounded in a qualitative, action research design, the study integrates code-switching within three purpose-designed teaching sequences to support conceptual clarification, active participation, and real-life functional use of English. Twenty sixth-grade students participated in the research, which used three instruments: an initial perception survey, a field diary documenting teaching sequences, and a final reflection survey. These tools collected evidence of how learners used their full linguistic repertoires to improve comprehension, motivation, and confidence. Data were analyzed through thematic analysis, revealing two central themes: the pedagogical value of code-switching and the creation of an emotionally safe, culturally responsive learning environment. The findings show that code-switching enabled students to engage more meaningfully with English, reduce anxiety, and participate actively, while also validating their linguistic identities. Furthermore, the project addressed structural inequities in Colombia’s public education system by transforming the classroom into a space where students’ native language (Spanish) is recognized as a cognitive asset rather than a deficit. Overall, this study demonstrates that code-switching, when used systematically and intentionally within contextually relevant teaching, enhances both English learning and students’ sense of belonging, offering valuable implications for inclusive and equitable bilingual education in under-resourced schools.
Pertinencia y contextualización curricular del inglés: un estudio en la primaria rural del caribe colombiano.
(Universidad Santo Tomás, 2026-06-28) Padilla Calderón, Gineth Gissel; Trespalacios Herrera, Julieth Vanessa; Suárez Parra, Jonathan Samuel; Aguilar Cortés, Carlos Eduardo; Universidad Santo Tomás
This study aimed to analyze the educational management factors that affect the relevance and contextualization of the English curriculum at the Institución Educativa Departamental Agropecuaria Nuestra Señora de las Mercedes, in Piñuelas, Pivijay, Magdalena. Educational management factors are understood as the set of institutional conditions, decisions, and practices that, across three interdependent dimensions—academic management (curricular and pedagogical decisions), administrative management (resources, policies, and administrative support), and community management (school–family–territory relations)—determine the real possibilities of implementing a relevant and contextualized curriculum. From a qualitative instrumental case study approach (Stake, 1999; Creswell, 2013), the study employed document analysis, semi-structured interviews with teachers and administrators, and observations of six classroom sessions in 4th and 5th grade. The results reveal a significant misalignment between the institutional curriculum and the frameworks set out by the MEN (Colombian Ministry of National Education) and the Common European Framework of Reference for Languages (CEFR): the absence of an area plan, the lack of defined communicative purposes, the absence of documented methodological strategies, and a complete lack of contextualization to the Caribbean rural setting. The interviews revealed that implementation is conditioned by the absence of specialized teachers, insufficient resources, a void in institutional policies, and weak school–community linkage. The observations confirmed the predominance of traditional methodologies and the absence of English as the language of instruction. Triangulation of the data identified six articulating axes of a systemic curricular fracture. The study concludes that transformation requires simultaneous interventions across all three management dimensions, recognizing the Caribbean rural territory as the starting point for a genuinely relevant curriculum.

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