Maestría Ambientes Bilingües de Aprendizaje

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

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Ruralidad que enseña: contextualización del inglés como puente de equidad
(Universidad Santo Tomás, 2026-06-20) Sánchez Acosta, Francisco Alberto; Lopera Herrera, Diana Lucero; Assia Molina, Roger; Albarracín Cordon, Pablo Antonio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001463208; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002090194; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386821; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000107646; https://scholar.google.com/citations?user=szUZfYMAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=KXFLbHUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4022-2383; https://orcid.org/0009-0006-3877-2809; https://orcid.org/0009-0008-5807-7373
This research analyzes the impact of implementing contextualized learning environments on rural students’ motivation toward learning English as a foreign language. The study was conducted at El Espiritano School, located in the district of El Salado (Bolívar), a context characterized by limitations in infrastructure, connectivity, and teaching resources, but also by significant cultural and environmental richness. The problem addressed is the lack of contextualization in English language teaching, which leads to demotivation, low participation, and less meaningful learning experiences. In response to this situation, a contextualized flipbook was designed and implemented based on elements from the local environment, such as flora, fauna, and cultural practices, with the aim of resignifying language learning through students’ everyday experiences. The research follows a qualitative action research approach, allowing the teacher-researcher to reflect on and transform pedagogical practices. The sample consisted of six multigrade primary school students from second to fourth grade. The data collection instruments included surveys and field journals, which made it possible to analyze perceptions, motivation levels, and participation dynamics within the classroom and the community. The findings reveal a transformation in students’ motivation, shifting from instrumental motivation to a more situated motivation connected to their real needs, environment, and experiences. Likewise, an increase in academic engagement was observed, especially in contextualized, playful, and visually and digitally mediated activities. The flipbook proved to be an effective pedagogical mediator that promoted interaction, participation, and meaningful learning. It is concluded that contextualized learning environments supported by accessible digital resources can transform pedagogical practices in rural settings by strengthening motivation, sense of belonging, and communicative competence in English. This research also provides a replicable proposal for other rural contexts, contributing to a more equitable, inclusive, and relevant education. Nevertheless, one of the main limitations of the study lies in the small sample size and the technological conditions of the context, which may limit the generalization of the results.
Student-centered strategies in online english teaching: freelance teachers’ perceptions in virtual learning environments
(Universidad Santo Tomás, 2026-06-20) Arias Ángel, Juan Felipe; Ruiz Mojica, Ana María; Vidal Navarro, Karoline Jalieth; Trujillo Flórez, Erica Fernanda; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002215493; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002374007; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372313; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372316; https://scholar.google.com/citations?user=frA8qCYAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0008-3385-7496; https://orcid.org/0009-0001-2464-5669; https://orcid.org/0009-0008-5282-6732
This study proposes student-centered strategies that enhance active participation in English language learning within a Virtual Learning Environment (VLE). The research addressed common challenges in online language education, particularly low participation and limited student interaction in virtual classrooms. A qualitative case study design was employed focusing on six freelance English teachers in Colombia. Data were collected through open-ended questionnaires and non-participant classroom observations and were analyzed inductively using ATLAS.ti and methodological triangulation. The results showed that the design of the tasks, the relevance of the material, and the emotional climate of the classroom had a big impact on how involved the students were. Specifically, student-centered strategies linked to learners' personal and professional environments encouraged more significant communication, participation, and involvement. Participation in virtual learning environments was still influenced, though, by outside distractions and few chances for peer contact. The study found that using student-centered strategies in online English courses helped students develop autonomy, interaction, and drive, as well as promote more meaningful virtual learning experiences. These results could help to improve our knowledge of online language teaching and offer direction for teachers operating in virtual English teaching settings.
Aprendiendo sin Límites: Un entorno virtual innovador e inclusivo para el aprendizaje del Inglés en la pedagogía hospitalaria en la Fundación Hope
(Universidad Santo Tomás, 2025-12-26) Garcés Mera, Yenifer Lorena; Acero Murcia, Yessika Lorena; Bravo Anaya, Kevin de Jesús; Milanés Ángel, Luis Miguel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002306882; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001619571; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002362752; https://orcid.org/0009-0000-1133-4215
This project seeks to improve English language learning in a hospital pedagogie setting through a Virtual Learning Object (VLO) designed for the Hope Foundation in Bucaramanga, Colombia. This initiative addresses significant educational gaps faced by children who are undergoing different medical treatments that require a lot of time and special care, which is why they must constantly interrupt their learning processes. Hospital classrooms are an excellent opportunity for children to continue their educational process, but they also face challenges such as the lack of a constant teacher, lack of technological resources, and the use of relevant methodologies, which makes it difficult to acquire a second language for the condition in which the students are found. Using qualitative action research, this project designs and implements a Virtual Learning Object (VLO) adapted to the special needs of children, this resource compiles gamified activities and different inclusion strategies to foster motivation, engagement, and cognitive development. The purpose of the project using virtual learning is to teach a second language, but beyond language learning, the VLE seeks to create an interactive learning space that benefits academic continuity, strengthens its affective dimension and generates motivation in them both in learning and in their personal lives to be able to face a difficult health situation.
Estudio del rol y agenciamiento del docente y su incidencia en el ambiente de aprendizaje y el desempeño académico en inglés.
(Universidad Santo Tomás, 2025-12-11) Cordoba Suárez, Brian Teobaldo; Gamboa Rojas, July Andrea; Gómez Pinzón, Jhon Alexander; Olaya Molano, Juan Carlos; Universidad Santo Tomás
This study focuses on exploring the relationship between teacher agency and academic performance, grounded in pedagogical theories and models such as the Self-Determination Theory, which emphasizes the importance of promoting autonomy, competence, and relatedness in teaching and learning processes. Through a qualitative and quantitative methodology, pedagogical practices and challenges faced by English teachers in public institutions were analyzed. The research aims to identify the key characteristics of teacher agency that contribute to the design of inclusive and participatory strategies, and how these practices impact students’ motivation and academic achievement. The expected results will not only provide a better understanding of the interrelationship between these elements but also generate concrete proposals to strengthen pedagogical practices in bilingual learning environments, ensuring their relevance within the Colombian sociocultural context. Finally, this analysis makes a significant contribution to the debate on bilingual education in Colombia by highlighting the need to empower teachers as pedagogical leaders capable of adapting learning environments that promote bilingualism as a tool for inclusion and the holistic development of students. In doing so, it seeks to bridge the gap between educational policies and classroom practice, contributing to a more equitable and effective educational system.
Desafíos del bilingüismo en Colombia: Un estudio comparativo entre una institución pública y una privada
(Universidad Santo Tomás, 2026-02-04) Cortes Cardenas, Jerly Dayana; Hurtado Bateca, Junior Albeiro; Neira Henao, Dahana Valentina; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002366819; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001940104; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001761820; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scholar.google.com/citations?user=4ah2ZUwAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0002-9603-0302; https://orcid.org/0009-0003-9214-3884; https://orcid.org/0000-0002-5184-361X; https://orcid.org/0000-0002-9703-8608
In Colombia, the National Bilingualism Policy (NBP) (MEN, 2004-2019) has been a strategic initiative aimed at strengthening English language teaching and promoting educational equity. However, its implementation reveals differences among institutional contexts, particularly in the distribution of resources, pedagogical strategies, and learning outcomes. This study aimed to analyze how the NBP is implemented in a public school in the municipality of Toledo (Norte de Santander) and a private school in Guamal (Meta), identifying the management factors and conditions that influence English teaching and learning. Using a qualitative approach, semi-structured interviews were conducted with teachers and school administrators, along with focus groups with students. The findings show that the effectiveness of the policy largely depends on its adaptation to local realities and on the institutions’ capacity to contextualize its implementation. The study highlights the importance of a humanistic educational management approach that promotes equity and quality in English language education across diverse school contexts.
Ambientes bilingües con énfasis en inglés: una propuesta metodológica con enfoque socioemocional para estudiantes de séptimo grado en La Palma, Cundinamarca.
(Universidad Santo Tomás, 2026-01-05) Rodriguez Murcia, Laura Jimena; Rincon Manrique, Yulieth Ximena; Huertas Ruíz, Joaquín Darío; Universidad Santo Tomás
The teaching of English at Escuela Normal Superior Divina Providencia faces multiple challenges that affect both the academic performance and the socio-emotional development of seventh-grade students. Furthermore, this context is marked by the aftermath of the armed conflict, which has impacted family structures and the emotional well-being of students, who often struggle to manage their emotions. On the other hand, the local economy, the lack of a tourism industry, and a traditional teaching model have hindered teaching and learning processes. Therefore, to provide a tool that effectively addresses these shortcomings, active methodologies are proposed, as they are suitable for complex educational contexts since they promote meaningful and motivating learning adapted to students’ realities. At the same time, socio-emotional education within learning environments is encouraged, as it fosters essential social skills for coexistence and teamwork. Additionally, it seeks to integrate these approaches with the development of bilingual learning environments that go beyond the school setting and serve to motivate the learning of a foreign language. As an expected outcome, a motivating and participatory bilingual learning environment was created to connect the language with real and meaningful situations through the pedagogical proposal of a bilingual flipbook. This resource engages students in their learning process, improves their English performance, and helps develop socio-emotional skills that foster better school coexistence, greater self-esteem, and a broader vision of their academic and professional opportunities.
Más allá del centro — guía pedagógica para una enseñanza bilingüe “Otra”
(Universidad Santo Tomás, 2026-01-18) Barrera Alarcón, Herley Ricardo; Quintero Quiroga, Katherine; Guerrero Nieto, Carmen Helena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000152536; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002369513; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002192901; https://scholar.google.com/citations?user=D-7pCGQAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=EKO-cHUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-4011-788X; https://orcid.org/0009-0000-3702-4020
This research examines the pedagogical practices of English teachers at the Universidad Abya Yala del Trópico from a decolonial and critical intercultural perspective, based on the implementation of Más Allá del Centro — Guía Pedagógica para una Enseñanza Bilingüe “Otra”, designed and produced by the researchers. Through a qualitative approach, this study focused on describing how teachers implement the guide and on investigating their experiences integrating decolonial and critical intercultural approaches in the classroom. Through interviews and narratives, teachers revealed diverse forms of appropriation of the material: adaptations of activities to make local knowledge visible; reinterpretation of content to challenge linguistic and cultural hierarchies; and reflective dynamics that problematize the coloniality of being, knowing, and learning in the classroom. Participants reported that the guide functions as a reflective tool and a catalyst for situated practices that prioritize cultural contextualization and epistemic justice. At the same time, tensions emerged related to constraints in English teaching imposed by standardized curricular frameworks and preexisting teaching resources that limit the deepening of these approaches. The findings indicate that, despite the challenges in implementing the guide, there is growing interest in adopting teaching practices that privilege local contexts over traditional external references. The study concludes that incorporating decolonial and critical intercultural perspectives through disruptive teaching materials contributes to a more inclusive, contextualized pedagogy, and recommends that teachers, exercising their agency, explore new initiatives aimed at “other” pedagogical practices.
Literacidad sin fronteras: diseño de una estrategia translingüística para el fortalecimiento de la enseñanza de la lectoescritura en ambientes multilingües
(Universidad Santo Tomás, 2026-01-12) Arenas Rendón, Daniel José; Quintero Cristancho, Marli Stephany; Bracamonte Maceas, Andrea Carolina; Guzmán Bejarano, Dayan Ariadna; Universidad Santo Tomás
In the current context, where linguistic diversity in U.S. public schools is steadily increasing, this study addresses the challenges faced by teachers in dual immersion programs when teaching literacy to bilingual students. Although teachers draw on a variety of linguistic repertoires in their daily practices, these translanguaging strategies often remain invisible due to monolingual educational policies that privilege English as the only legitimate language of instruction. The aim of this study is to strengthen literacy instruction in multilingual learning environments through the design of a pedagogical strategy based on the translanguaging approach in a public elementary school in the United States. To achieve this, an interpretive qualitative approach was adopted within the critical paradigm, using semi-structured interviews, classroom observations, and a checklist as data collection instruments. The findings reveal that teachers use translanguaging intuitively to activate prior knowledge, construct meaning, and support comprehension, even though these practices are not institutionally recognized. The resulting pedagogical proposal is grounded in contextualized evidence and emerging teacher knowledge, seeking to transform reading and writing instruction into inclusive, dynamic, and culturally responsive practices. In conclusion, translanguaging emerges as a key tool for promoting equity, identity, and meaningful learning in diverse school settings. Keywords: Translanguaging, Inclusion, Literacy, Equity, Multilingualism.
Redefinición de factores acerca del aprendizaje del inglés en estudiantes de la región del Meta: estudio de caso exploratorio en el municipio de San Martin.
(Universidad Santo Tomás, 2026-01-12) Rios Florez, Leidy Carolina; Hoyos Otálora, Laura Camila; Menjura Villamil, Viviana Carolina; Amórtegui Sacristán, Iván Alcides; Universidad Santo Tomás
This exploratory case study examined the factors that explain the relationship between English learning difficulties and students’ level of interest in a fourth-grade classroom at a public school in San Martín, Meta (Colombia). Using a mixed-methods approach, data were collected through surveys, interviews, a focus group, and field observations, allowing the identification of key categories related to national bilingualism policies, rural context, motivation, teacher profile, and pedagogical conditions. Findings indicate that limited exposure to English, low instructional time, scarce didactic resources, and a disconnect between the curriculum and the llanero rural environment significantly affect students’ motivation and performance. Although students express enjoyment of the English class, they experience comprehension difficulties and have few opportunities to practice outside the school setting. Families recognize English as a tool for social mobility but face barriers that hinder their ability to support learning. The study concludes that improving English learning in this rural context requires contextualized strategies, active methodologies, strengthened institutional resources, and closer collaboration between school and families.
Competencias sociolingüísticas y socioculturales adquiridas en experiencias de inmersión cultural en el programa “Au pair” en Estados Unidos.
(Universidad Santo Tomás, 2026-01-19) Caro Rodriguez, Angie Yorley; Chaverra Medina, Maria Fernanda; Garzon Betancourt, Juan Carlos; Ruiz Martin, Maritza; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001477794; https://scienti.minciencias.gov.co/ciencia-war/enRecursoHumanoBusqueda.do;jsessionid=86F5D9F6F53BDE7C01D2FCD5C7F5D364; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002173068; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001763902; https://orcid.org/0009-0006-8014-5147; https://orcid.org/0000-0002-7166-0116; https://orcid.org/0009-0003-7372-8035
This research was developed by three students of the Master's program in Bilingual Learning Environments (MABA) at Universidad Santo Tomás. This proposal is based on a cultural exchange experience carried out by one of the team members, and was implemented with a sample of 5 women, who had previously participated and completed their experience in the Au Pair program. The focus of this research is on the analysis of two key competencies that emerge throughout the experience: sociolinguistic competence and sociocultural competence. These competencies will be conceptualized and defined in the terms established by Ayora (2017). Several studies, such as those by Byram (1997) and Bustamante and López (2018), have evidenced that cultural immersion plays a fundamental role in improving fluency and accuracy in a foreign language. The present study proposes to observe aspects of sociolinguistic and sociocultural competence, focusing on the construction of identity. This concept, essential in the development of cross-cultural interaction, is defined by Deardorff (2009) as the ability to interact and understand diverse cultures effectively.
Developing lexical competence through teaching materials: a pedagogical proposal.
(Universidad Santo Tomás, 2026-01-19) Aguilar Silva, María José; Bueno Rojas, Hugo Ferney; Palencia Rojas, María Camila; Guzmán Bejarano, Dayan Ariadna; Universidad Santo Tomás
This research explores the development of lexical competence through the design and implementation of contextualized teaching materials within a rural bilingual education setting in Colombia. Anchored in the interpretative paradigm and a case study design, the study aims to propose a pedagogical strategy that responds to the sociocultural and linguistic realities of ninth-grade students at the Institución Educativa Plácido Retamoza. The central problem addressed is the limited lexical proficiency among rural learners, often exacerbated by insufficient and decontextualized instructional resources. Data were collected through a combination of instruments, including questionnaires, surveys, initial tests, classroom observations, and a semi-structured interview with an English teacher. The analysis revealed that vocabulary learning in rural contexts is shaped by three interrelated dimensions: lexical competence, teaching practices and learning strategies. The findings demonstrate that communicative, playful, and multimodal methodologies enhance students’ motivation, retention, and ability to use vocabulary purposefully when they are adapted to the context. This study concludes that developing lexical competence in rural bilingual contexts requires integrating cognitive, affective, and sociocultural dimensions into teaching practice. Contextualized materials grounded in students’ realities not only foster vocabulary acquisition but also strengthen their cultural identity and communicative empowerment. Consequently, this research contributes a strategic pedagogical proposal as a bridge between theory and practice, offering a framework for inclusive, transformative, and context-sensitive English language education in rural Colombia.
TDAH y aprendizaje del inglés: estudio de caso en colegios privados de Boyacá y Cundinamarca
(Universidad Santo Tomás, 2025-12-12) Buitrago Bello, María Daniela; Gómez Téllez, Leidy Rocío; Castro Urrea, Jhonatan Stiven; Páez González, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scholar.google.com/citations?hl=es&user=2XJqYYAAAAAJ; https://orcid.org/0009-0009-1051-1094; https://orcid.org/0009-0004-3681-6711; https://orcid.org/0009-0000-6761-3950; https://orcid.org/0000-0002-7376-2626
In the context of contemporary societies, education has found itself in need of generating educational proposals that respond to the particularities of school settings marked by diversity. This research project addresses the coexistence of Attention Deficit Hyperactivity Disorder (ADHD) and the learning of English as a foreign language within the framework of inclusive education in private institutions in Colombia. Consequently, it seeks to examine to what extent the English Language learning process is affected in students diagnosed with ADHD in two private institutions, in terms of differentiated pedagogical approaches, activities, and teaching practices within the learning environment. The starting point is the recognition that students medically diagnosed with ADHD may face a greater number of challenges, including issues related to motivation, concentration, peer collaboration, memorization, and the cognitive demands inherent to learning a foreign language. This scenario is particularly relevant today, as educational institutions are required to provide services that promote, ensure, and implement processes that truly include and foster equity across the entire student population. Therefore, it becomes essential to explore how English as a foreign language learning is affected in students diagnosed with ADHD in two private institutions, considering differentiated pedagogical approaches, activities, and teaching practices within the learning environment. To this aim, the research will implement a comparative case study involving students diagnosed with ADHD in two private educational institutions located in the cities of Tunja (Boyacá) and Cota (Cundinamarca). In light of these considerations, this project aims to identify good practices and existing tensions, as well as to construct a critical perspective on the necessary conditions for English as a foreign language teaching to be carried out in an equitable and inclusive manner. The comparative analysis of the two educational institutions revealed a systematic shortcoming in the English as a foreign language teaching-learning process. Both institutions lack specialized neuropsychological support; the main obstacles identified include students´ anxiety about making mistakes, limited or no practice outside the classroom, and teachers´ lack of training in neuroeducation. In school 1, there is an absence of unified protocol, although some individual innovation is evident, while School 2 shows greater systematization; nevertheless, neither institution fully leverages the potential of the bilingual context within the framework of inclusive education. This research provides a critical perspective for strengthening inclusive English teaching. Therefore, it can be concluded that the ideal model would require a combination of strategic innovation and process systematization, solid teacher grounding in neuroeducation, and favorable structural conditions.
La gamificación en la enseñanza del inglés en educación superior: análisis comprensivo en la Fundación Universitaria Juan de Castellanos
(Universidad Santo Tomás, 2025-12-27) Lázaro Suárez, Oscar Fernando; Olivares Quintana, Sara Elizabeth; Triana Rocha, Sherly Yojana; Diaz Diaz, Carlos; Universidad Santo Tomás; https://scholar.google.com/citations?user=m_6E3rUAAAAJ&hl=es&oi=ao; 0009-0003-5367-8683; 0009-0002-1766-2812
In the post-pandemic context, higher education has undergone a significant transformation driven by virtuality and the intensive use of ICT. In this scenario, teaching English as a foreign language faces challenges such as low student motivation and difficulty in developing communication skills online. Gamification is presented as an innovative strategy that, by integrating game dynamics into virtual environments, promotes motivation, engagement, and active learning. However, its implementation in Colombia still has limitations due to factors such as lack of teacher training and resistance to change. Given the scarcity of research on gamification in virtual English teaching in Colombian higher education, this study aims to analyze its current use, identify its benefits and challenges, and contribute to the strengthening of more dynamic and motivating teaching practices that are in line with the needs of students in the digital age.
Hacia un bilingüismo inclusivo: Docencia y diversidad en contextos migrantes
(Universidad Santo Tomás, 2025-12-18) Vásquez Huertas, Jorge Andrés; Bueno Hernández, Sindy Johanna; Olaya Molano, Juan Carlos; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001456339; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002310329; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002315033; https://scholar.google.com/citations?user=a9pZi8EAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=1cCCx1QAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7206-2687; https://orcid.org/0009-0009-8497-9634; https://orcid.org/0009-0005-6865-3942
This research aims to examine the experiences and pedagogical practices of teachers who have worked in bilingual learning environments with a high presence of migrant communities. It seeks to investigate how these experiences can lead to the incorporation of inclusive bilingualism that reflects the linguistic and cultural diversity of students. Concepts such as inclusive bilingualism, translanguaging, interculturality, migration in education, among others, are defined. It emphasizes the importance of recognizing and valuing the multiple languages present in the classroom and viewing their flexible use as a pedagogical resource that enriches students' cultural identity. A review of previous literature presents the challenges and opportunities for bilingual education in migrant contexts, emphasizing the need to implement diverse and inclusive practices. A qualitative research methodology and a case study design are adopted. Semi-structured interviews and surveys will be conducted with teachers who teach in bilingual environments, providing an understanding of the needs of their experiences and methods. This methodological framework is in line with the objective, regarding the analysis of practices that facilitate the implementation of inclusive, equitable bilingualism in the classroom, in order to generate practical recommendations that can be implemented by a collegiate group. Finally, this study aims to help build an educational framework that recognizes and values cultural and linguistic diversity to foster a positive and equitable learning context for each student.
Assessment practices in a public and private institution to promote bilingualism by translanguaging pedagogy: A comparative study
(Universidad Santo Tomás, 2025-12-21) Cruz Tovar, Juan David; Pedraza Huertas, Lizeth Paola; Pinzón Castro, Hernán Camilo; Díaz Díaz, Carlos David; Universidad Santo Tomás; 0009-0007-0196-6703; 0009-0000-3063-7190
This study analyzes how translanguaging pedagogy influences language assessment practices in promoting bilingualism within two different educational contexts in Colombia: a rural public school and an urban private language institute. For data analysis, a mixed-method approach was used. A format for classroom observations and student questionnaires were designed and applied to explore assessment methodologies and students’ perceptions in both institutions. The findings reveal that by including translanguaging in assessments, students feel more confident since learners can draw on their full linguistic repertoire. Therefore, research highlights the importance of designing flexible and inclusive assessment practices that integrate students’ cultural and linguistic backgrounds, promoting a more equitable and context-sensitive bilingual education.
Desarrollo de habilidades esenciales para la vida en un ambiente bilingüe de aprendizaje mediante el enfoque pedagógico de translanguaging.
(Universidad Santo Tomás, 2025-11-14) León Delgado, Diego Alexander; Espitia hoyos, Iván Darío; Soto Rodríguez, Germán Andrés; De los Ángeles Lalle, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000025977; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000028906; https://scholar.google.com/citations?user=JpG_TXwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8613-0209; https://orcid.org/0009-0006-9575-1123; https://orcid.org/0009-0002-7591-5101; https://orcid.org/0009-0003-5965-8130
In the contemporary educational context, various social, cultural, and linguistic phenomena have reconfigured teaching and learning processes, posing new challenges for educational systems. These transformations demand recognition of the growing diversity among students and the multiple factors that influence their holistic development, in coherence with the formative demands of the twenty-first century. Within this framework, it becomes essential to promote an education that transcends the mere transmission of knowledge and instead strengthens essential life competencies, while understanding how identities, interactions, and social dynamics shape school experiences, self- esteem, and potential situations of exclusion or invisibility. From this perspective, the research proposes reconfiguring bilingual learning environments through innovative pedagogical approaches. In particular, Translanguaging is highlighted as a strategy that enhances flexibility in foreign language learning and fosters the integration of students’ linguistic resources, experiences, and motivations. In this way, the study seeks to promote the development of meaningful life competencies and to contribute to more inclusive, equitable, and transformative educational processes.
Fostering Cultural Identity: A CLIL-Based Research Grounded in Critical Pedagogy
(Universidad Santo Tomás, 2025-12-19) Medina García, Lilia Esperanza; Montes Yanez, Martha Milena; Ruíz Martín, Maritza; Universidad Santo Tomás; 0009-0009-3609-8410; 0009-0007-1873-1839
This study addresses a critical gap in bilingual education in Colombia, where formal linguistic aspects often overshadow the reflective dimension of language as a means to explore personal and cultural identity. English instruction has historically relied on imitation models that replicate native-speaker norms, perpetuating hegemonic ideologies privileging foreign curricula over local knowledge. At a private school in Boyacá, 10th-grade students exhibit a disconnect between English learning and their cultural identities, viewing language primarily as an instrumental tool rather than a medium for critical engagement. The research investigates how integrating intercultural competences through critical pedagogy principles within Content and Language Integrated Learning (CLIL) lessons can enhance students’ understanding of cultural identity and foster intercultural skills. The study employs a qualitative approach to examine students’ perceptions, assess pedagogical integration, and evaluate its impact on cultural awareness. Drawing on intercultural competence theory, critical pedagogy, and CLIL methodology. Findings demonstrate the possibility of transformative educational settings that affirm students’ identities and promote context-sensitive bilingual approaches by empowering learners as culturally aware citizens prepared for meaningful participation in local and global communities.
Concepciones y prácticas pedagógicas de los maestros de preescolar del colegio Santo Tomás de Aquino en torno a los ambientes bilingües de aprendizaje
(Universidad Santo Tomás, 2025-12-18) Avendaño Castiblanco, Nataly Alejandra; Vera Amorocho, José Ferney; Verdugo Rodríguez, Ana María; Huertas Ruíz, Joaquín Darío; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002357847; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270013; https://scholar.google.com/citations?hl=es&user=jZPmMyUAAAAJ; https://orcid.org/0009-0000-5823-8693; https://orcid.org/0009-0006-4749-2200; https://orcid.org/0009-0009-0394-1133
The study entitled Conceptions and Pedagogical Practices of Bilingual Preschool Teachers at Colegio Santo Tomás de Aquino Regarding Bilingual Learning Environments examines how teachers design and implement teaching and learning experiences that integrate English in early childhood education (ages 4–6). The research followed a qualitative approach through a case study strategy, allowing an in-depth understanding of teachers’ conceptions and pedagogical practices related to bilingualism. It is grounded in theories of learning environments, bilingual education, professional diversity, and contemporary pedagogical approaches. Data were collected through non-participant observations, semi-structured interviews, a focus group, and documentary analysis of institutional guidelines. The objectives focused on identifying teachers’ conceptions of bilingualism, describing pedagogical practices, and characterizing learning environments within the institution. The study provides a deeper understanding of how teachers incorporate English into real classroom contexts, emphasizing the relevance of socio-emotional factors and the need to strengthen collaboration among subject areas to consolidate bilingual learning environments.
Pedagogical implementation and Stakeholders’ Perceptions of IPRA in teaching and learning processes
(Universidad Santo Tomás, 2025-12-17) Irreño Rojas, Danna Fernanda; Restrepo Florez, Jaferson; Setina Rubiano, Juan Felipe; Rodríguez, Sandra Milena; Universidad Santo Tomás; https://scholar.google.com/citations?user=CpQONNIAAAAJ&hl=es&oi=ao; 0009-0001-3176-3954; 0009-0004-6673-627X; 0009-0006-0281-5053
This study addresses the implementation of the Individual Plan of Reasonable Adjustments (IPRA) in a bilingual learning environment for students with special needs, including sensory, intellectual, and motor disabilities. It highlights the necessity for teachers to optimize their teaching processes and lessons through curricular adjustments that eliminate barriers to education, fostering an inclusive environment where every student has the right to learn. As noted by Caicedo et al. (2024), Decree 1421 of 2017 introduced the IPRA as a tool enabling teachers to modify curricula and tailor goals according to students’ unique needs. The investigation situated a problem where education is in constant search for tools, strategies, teaching and learning methodologies that guarantee integral and inclusive education, respecting and valuing students’ needs and learning rhythms in a private bilingual school with participants from fourth grade. The main objective of this study is to understand the perceptions of the educational stakeholders involved regarding IPRA and its relationship with bilingual teaching practices aimed at promoting inclusive learning environments, through the design and implementation of a pedagogical plan for primary students in a primary institution in Cali. The research is grounded in a qualitative action research methodology, employing an inductive interpretive approach to data analysis through coding (Saldaña, 2021). Data collection instruments included a questionnaire (Sharma, 2022) and a Likert scale (Heo et al., 2022) during the initial stage, followed by classroom observations (Kawesa et al., 2024) and the analysis of educational artifacts (Wallwey & Kajfez, 2023) throughout the implementation of the pedagogical plan, concluding with a semi-structured interview (Shoozan & Mohamad, 2024). The findings revealed four key categories: (a) Pedagogical and teaching implications, which involve rethinking differentiated pedagogical proposals that address the needs of all students, regardless of whether they have an IPRA; (b) Professional development and support, which highlight a significant gap in teacher training and in the availability of materials, resources, and strategies that enhance educational practices; (c) Socio-emotional learning, which strengthens values such as empathy, respect, and acceptance of differences as essential elements for building an inclusive school environment; and (d) Collaborative approach, identified as a key strategy to strengthen planning, reflection, and the continuous development of bilingual learning environments. These findings emphasize the importance of promoting professional growth and creating support spaces that enhance these dimensions within educational practice, contributing to the development of more inclusive and equitable learning contexts.
Diseño de material didáctico de educación en lengua extranjera (inglés) para fomentar la literacidad y la equidad educativa en educación inicial en la Institución Educativa Mogambo
(Universidad Santo Tomás, 2025-10-16) Palacio Menco, Laura; Gómez Serrano, Sara Marcela; Varona Oviedo, Zoraida Beatriz; Amórtegui Sacristán, Iván Alcides; Universidad Santo Tomás
This study analyzes the main challenges of foreign language teaching in early childhood education in Colombia, highlighting the need for bilingualism to be an essential component of the curriculum. Despite policies such as the National Bilingualism Program and Colombia Very Well, structural difficulties persist, including lack of resources, overcrowded classrooms, and insufficient teacher training in the public sector. These limitations deepen inequalities and reduce learning opportunities. In response, the study proposes designing didactic materials for kindergarten that integrate playful activities, reading, and writing. The goal is to strengthen linguistic and communicative skills in both English and Spanish, promoting continuous learning from early childhood. It also emphasizes the importance of contextualizing the curriculum and aligning it with national and international standards, considering social, cognitive, and cultural dimensions, as well as the Ministry of Education’s Basic Learning Rights. The study highlights the benefits of literacy in students’ cognitive and socio emotional development. Altogether, these strategies aim to reduce educational gaps and promote equity and inclusion through innovative resources that foster more dynamic and effective English instruction.

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