Maestría Ambientes Bilingües de Aprendizaje

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

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Aprendizaje de Lenguas Extranjeras en contextos indígenas: Una perspectiva sociocultural
(Universidad Santo Tomás, 2026-07-01) Coral Romero, Vercy janneth; Yepes Landinez, Yury Andrea; Universidad Santo Tomás
Foreign language learning in Indigenous contexts presents challenges that can hardly be understood solely from linguistic or cognitive perspectives. Based on a reflection grounded in the research conducted by Narváez Vázquez and Pusil (2023) on the Kamëntŝá Indigenous community of Putumayo, this article analyzes the influence of various sociocultural factors on the processes of teaching and learning foreign languages. To this end, a reflective qualitative approach is adopted, supported by a review of literature related to intercultural education, bilingualism, mother tongue, and intercultural identity. The reflection highlights that elements such as cultural practices community dynamics, the mother tongue, and educational experiences largely shape the way learning is constructed. Likewise, the article examines the tensions that may arise between standardized pedagogical approaches and the sociocultural realities of Indigenous communities. It concludes that foreign language teaching in these contexts requires intercultural approaches capable of recognizing cultural and linguistic diversity as a valuable resource for learning.
Prácticas Bilingues Efectivas Optimizadoras en el Proceso de Aprendizaje del Inglés.
(Universidad Santo Tomás, 2026-07-09) Jiménez Flórez, Daniela Jhassiel; Albadan Castillo, María Catalina; Albarracín Cordón, Pablo Antonio; Universidad Santo Tomás
In the current educational context, learning English is recognized as a fundamental skill for accessing knowledge and engaging in global interaction; however, significant limitations still persist in basic education, especially regarding oral expression. Based on classroom observations and initial assessments, factors such as shyness, fear of making mistakes, limited vocabulary, and the use of traditional grammar-centered methodologies were identified as negatively affecting students’ participation and communicative development. In response to this issue, the main objective of the study was to evaluate the impact of playful-pedagogical strategies on strengthening communicative practices in English. To achieve this, a proposal based on dynamic activities such as role-playing, collaborative work, and digital tools was designed and implemented, aiming to promote meaningful language use in contexts connected to students’ realities. The research was conducted under a qualitative approach using the action research method. Surveys, field journals, and classroom observations were used to document the process. The participants consisted of 39 students between 10 and 11 years old. The results show that playful-pedagogical strategies increase motivation, reduce language anxiety, and strengthen skills such as oral expression, listening comprehension, and students’ confidence to participate in communicative activities.
Proposal of Bilingual Strategies Based on Socio-Emotional Skills in a Learning Environment in a Social Outreach Center in Villavicencio.
(Universidad Santo Tomás, 2026-06-24) Alarcón Parrado, Lina Natalia; Puerta Duque, Luisa Fernanda; Trujillo Flórez, Erika Fernanda; Universidad Santo Tomas
This research project presents a qualitative case study on the integration of social-emotional skills into a bilingual learning environment in a Social Outreach center. The aim of the research was to propose bilingual strategies based on socio emotional skills for the implementation in English teaching processes, as well as to explore students’ and teachers’ perspectives regarding these skills. Data were collected from 17 students and 4 teachers through non-participant observation, semi-structured interviews, and questionnaires. The data were analyzed using an inductive thematic analysis approach. Results evidenced that socio-emotional practices such as activities oriented to the recognition of emotions, supportive interactions, and collaborative tasks were present in the classroom; however, these were applied unintentionally. The findings also revealed the presence of emotional and linguistic barriers, including anxiety, fear of making mistakes, and low self-esteem, which limited students’ participation and interaction. Furthermore, although teachers demonstrated a general understanding of social-emotional learning, they faced difficulties in integrating these practices into their teaching. In conclusion, the integration of socio-emotional skills into bilingual learning environments highlighted the need to design and implement structured bilingual strategies that address both socio emotional and linguistic challenges in the classroom. Keywords: socio emotional learning (SEL), learning environment, socio emotional bilingual strategy.
Concepción Del Bilingüismo Como Constructo Social En Tres Colegios Privados de Colombia (Bogotá, La Calera, Neiva)
(Universidad Santo Tomás, 2026-07-02) Cruz Hernández, Laura Valentina; Ramírez Benavides, Wilmer; Sandoval Torres, Eliana Mireya; Carpio Ríos, Andrea Paola; Universidad Santo Tomas
The present study aimed to analyze how the bilingualism affects in social construction processes of three Colombian private schools, located in Bogota, La Calera y Neiva, based on their educational administrators’ conceptions. The study employed a qualitative approach with a descriptive scope using a case studying design with a purposive sample of 14 participants. The recollection data was carried out by using questionaries with open ended questions and semi structured interviews. Which allowed a depth exploration of the administrators’ conceptions and experiences in the three schools. The analysis was conducted through triangulation source and thematic analysis. The results evidence that bilingualism transcends the teaching of a second language and is configured as ana institutional structural axis, associated with privilege, educational quality, and global projection. Therefore, it influences identity construction, interculturality, and students´ academic and labor opportunities. However, the tensions related to economic equalities and the socio family context are also identified, which condition access to an appropriation of bilingualism. It is concluded that bilingualism is a complex social phenomenon that, although it broadens horizons, may reduce gaps if it is not implemented from an inclusive, equitable, and contextualized approach.
Percepciones de los docentes en una institución educativa de Cundinamarca frente a las barreras que dificultan generar ambientes bilingües de aprendizaje
(Universidad Santo Tomás, 2026-07-02) González Abril, Karen Ximena; Cuellar Soto, Johan Sebastian; Dussan, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002119733; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002389251; https://scholar.google.com/citations?user=0LoaMYsAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0005-4873-3152; https://orcid.org/0009-0009-4667-2084
This project aims to analyze the perceptions of teachers at Melanie Klein School, located in Mosquera, Cundinamarca, regarding the barriers that hinder the creation of bilingual learning environments. The study is based on the understanding that learning environments are not limited to physical spaces but are instead shaped through the interaction among teachers, students, technology, and culture. It also recognizes that teachers often face challenges in multiple areas that affect their ability to create and implement successful bilingual learning environments. The research was conducted using a qualitative approach and a semi-structured design, allowing for an in-depth understanding of the school context through the teachers' firsthand experiences. The study seeks to examine what the interviewed teachers understand by the concept of a bilingual learning environment and to highlight the real challenges they face in urban educational settings. At the same time, it aims to provide insights and practical strategies to strengthen English language teaching based on the teachers' own proposals. Ultimately, the findings are expected to serve as a foundation for designing strategies that promote inclusive, realistic, and sustainable bilingual learning environments
Estrategias didácticas en la práctica docente en ambientes bilingües de aprendizaje en básica primaria en un colegio privado de Tunja
(Universidad Santo Tomás, 2026-07-06) Alfaro Rodriguez, Angela Viviana; Baron Perez, Karen Daniela; Velasquez Tibaquira, Sandra Lorena; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001719949; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002416997; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002162393; https://scholar.google.com/citations?user=4ah2ZUwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-9703-8608; https://orcid.org/0009-0008-5976-8344; https://orcid.org/0009-0002-1481-7663; https://orcid.org/0009-0008-4735-2202
This qualitative research analyzes the didactic strategies implemented by primary school teachers in bilingual learning environments at a private school in Tunja, Colombia. The study aimed to understand how teachers integrate content and language in their pedagogical practices and how these strategies support teaching and learning processes in bilingual contexts. The research followed a descriptive-interpretative case study design and involved eight primary school teachers. Data were collected through semi-structured interviews and classroom 3 observations recorded in field journals. The information was analyzed through thematic analysis and data triangulation. The findings show that teachers implement pedagogical practices that combine elements of the CLIL approach, translanguaging strategies, bilingual pedagogical routines, and multimodal resources to promote comprehension, interaction, and student participation. Likewise, the strategic use of the mother tongue was identified as a pedagogical mediation resource that facilitates learning and meaning of construction. Finally, the study concludes that bilingual teaching practices are flexible and contextualized processes that require constant pedagogical mediation to strengthen both language learning and academic content development. Key words: Bilingual learning environments; didactic strategies; CLIL; translanguaging; pedagogical mediation; bilingual education.
Análisis de la estrategia repetition and drilling en la enseñanza del inglés en contextos rurales
(Universidad Santo Tomás, 2026-06-30) Gelvez Saavedra, Paula Andrea; Peñaranda Ortega, Yulyany Paola; Páez Pérez, María Alejandra; Rubiano Arana, Paola Andrea; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018080; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002177918; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002383957; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002381826; https://orcid.org/0000-0002-5583-4235; https://orcid.org/0009-0001-2168-4902; https://orcid.org/0009-0001-2815-9844; https://orcid.org/0009-0001-0947-8655
The teaching of English as a foreign language in rural contexts constitutes a significant challenge due to limitations in infrastructure, pedagogical resources, and specialized teacher training. In Colombia, these conditions have favored the predominance of traditional practices focused on repetition and vocabulary memorization, raising questions about their impact on the development of communicative competencies. Within this framework, the present research aims to analyze the impact of the implementation of the Repetition and Drilling strategy on a teacher’s pedagogical practice and on the English learning environment in fifth grade at the Lubín Sánchez elementary school campus, located in the municipality of El Carmen, Norte de Santander. This research emerged from the need to understand how traditional strategies continue to predominate in rural contexts characterized by structural limitations and how these influence students’ participation and learning dynamics. The study was developed under a qualitative approach with a case study design, which allowed the phenomenon to be understood within its real context and from the participant’s perspective. Three instruments were used for data collection: semi-structured interview, non-participant observation, and reflective field diary. Data analysis was carried out through a process of open coding, categorization, and data triangulation supported by the MAXQDA software, allowing the identification of patterns and emerging categories related to pedagogical practice, student participation, and contextual conditions. The results show that the Repetition and Drilling strategy is configured as the structuring axis of pedagogical practice, organizing classroom dynamics and facilitating the memorization and pronunciation of basic English vocabulary. Likewise, it was identified that this strategy promotes collective student participation and generates a low-anxiety environment; however, it limits individual communicative interaction and the development of linguistic autonomy. On the other hand, the rural context has a determining influence on the implementation of the strategy, since the scarcity of technological resources and teaching materials leads the teacher to employ accessible practices such as systematic repetition. In this sense, the strategy responds not only to a pedagogical decision but also to a contextual necessity. It is concluded that, although the Repetition and Drilling strategy is relevant in scenarios with limited resources, its predominant use may restrict the development of communicative competencies. Therefore, it is recommended to complement its implementation with more interactive strategies that promote the use of the language.
The recognition of social-emotional factors that can act either as barriers or bridges to bilingual learning
(Universidad Santo Tomás, 2026-07-02) Dorado Lame, Cristi Zuleima; Rojas Rojas, Arley David; Loaiza Fuquen, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372303; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002404215; https://scholar.google.com/citations?user=m-00ewkAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1560-9324; https://orcid.org/0009-0006-5627-6630
This research has been useful to analyze the social-emotional factors that can act either as barriers or bridges within bilingual learning environments and in this specific case, in a rural public school in Rosas, Cauca, Colombia. The idea of making this study emerges from the recognition that learning English as a foreign language is not only a cognitive process but also a social and emotional experience shaped by factors such as anxiety, motivation, self-confidence, empathy, peer interaction, and emotional support. In rural educational contexts, where limited resources, reduced exposure to English, and large teaching responsibilities are common, these factors become especially relevant in students’ learning experiences. This study was developed through a qualitative methodological approach and implemented through a case study design. The participants were students from Madre Caridad Brader High School. Data collection was carried out through classroom observations and semi-structured interviews, which allowed the researchers to explore students’ perceptions, emotions, classroom interactions, and the role of the mother tongue during English learning processes. The information gathered was analyzed through thematic analysis, leading to the identification of three codes: comprehension, emotions, and forms of work, which at the end developed the three emerging central themes: the students’ ability to interpret, process, and make sense of the English language within the classroom, Emotions and how they influence the learning process of ninth-grade students, and Collaborative Work and Student Interaction in the English Classroom. The findings reveal that comprehension difficulties, fear of making mistakes, anxiety, and peer reactions may function as barriers that limit students’ participation and confidence in the English classroom. At the same time, collaborative work, teacher support, positive emotions, and the strategic use of Spanish as the mother tongue can become bridges that facilitate understanding, reduce emotional tension, and promote participation. The results also demonstrate that emotions are deeply connected to students’ willingness to communicate and engage in bilingual activities. This study highlights the importance of integrating socio-emotional learning into bilingual education, especially in rural contexts where students require emotionally supportive and inclusive learning environments. The research concludes that effective bilingual education should not focus exclusively on linguistic competence, but also on the creation of safe, empathetic, and human-centered classrooms where students may feel respected, confident, and motivated to learn.
Out-Of-field teaching in bilingual education: reflections on the role of english teachers and non-english major teachers
(Universidad Santo Tomás, 2026-06-30) Castillo Lopez, Lorena Janeth; Murcia Antonio, Heyder Jair; Orjuela Soche, Pablo Cesar; Diaz Castiblanco, Maura Imelda; Universidad Santo Tómas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001319710; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376429; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018618; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376435; https://orcid.org/0009-0007-2284-9100; https://orcid.org/0009-0009-3266-3080; https://orcid.org/0009-0001-2958-9379; https://orcid.org/0009-0006-3254-4012
The implementation of bilingual programs in educational institutions has increased the non-English major teachers hiring to assume learning process within bilingual educational contexts. This phenomenon is known as out-of-field teaching, which questions their pedagogical and professional implications in scholar institutions. In such manner, the present research aimed to analyze the influence of non-English major teachers on English major teachers’ role and responsibilities from first to fifth grade in three private bilingual schools located in Bogota. For that, an investigation with a mixed approach was developed, integrating quantitative and qualitative tools; a survey, interviews,and a Padlet. Also, twelve teachers participated: six English major teachers and six nonEnglish major teachers. The data collected evidenced that, although some non-English major teachers might performance similar functions and show compromise with the teaching process, they also presented limitations related to linguistic knowledge, didactic strategies, and specific pedagogy to teach a second language. Besides, the increasing on English major teachers’ responsibilities was identified since they tend to be mentors and pedagogical support to the other educators. All in all, the research displayed that the presence of non-English major teachers may cause tensions in the English learning process, affect the professional perception of English major teachers and evidence the necessity of strengthening the hiring process and teachers’ training in school bilingualism programs.
Ambientes bilingües de aprendizaje mediados por estrategias de andamiaje para fortalecer la comprensión oral en inglés en grado sexto en Bucaramanga
(Universidad Santo Tomás, 2026-06-29) Villanueva Torres, Maria Paula; Buenahora Martínez, Ruby Lucero; Moreno Bernal, Veiffy Sofia; Mora Cifuentes, Carlos Eduardo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002005967; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372300; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372287; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002389043; https://orcid.org/0000-0003-0792-9667; https://orcid.org/0009-0006-5025-0579; https://orcid.org/0009-0003-6854-2070; https://orcid.org/0000-0002-6274-5679
This study adopts a sociocultural perspective on language learning to examine the scaffolding strategies that support the bilingual practices of sixth-grade teachers at a bilingual school in Bucaramanga, Colombia. The research emerges from a problem identified in the institutional context: faced with students' difficulty in understanding instructions delivered in English, some teachers resort to immediate translation into Spanish as a contingency solution, which reduces opportunities for sustained exposure to the target language. Starting from the premise that effective bilingual instruction involves the strategic use of multimodal scaffolding (including gestures, visual supports, and contextual cues) this study seeks to identify the techniques teachers employ to deliver oral instructions in English without translating, to analyze how these strategies support student comprehension and participation, and to examine how they influence the learning process. The study focuses on sixth-grade classrooms, where the transition to full content instruction in English presents particular challenges for students with heterogeneous levels of linguistic competence. To address this, a qualitative approach was adopted using three data collection instruments: a non-participant classroom observation guide, a focus group interview with students, and a written questionnaire directed at teachers. This methodological triangulation makes it possible to contrast observed classroom practices with the perceptions of those who teach and those who learn, contributing concrete evidence to a gap that remains open in bilingual pedagogy research.
Diseño de un instrumento de evaluación para el diagnóstico de las competencias lingüísticas en inglés en ambientes de aprendizaje de básica primaria
(Universidad Santo Tomás, 2026-06-26) Camacho Rodríguez, Myrian Yolanda; González Pineda, Aida Vanessa; Guzmán Hernández, Carmen Natalia; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002375943; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002384136; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376410; https://scholar.google.com/citations?user=m-00ewkAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1560-9324; https://orcid.org/0009-0005-4570-7960; https://orcid.org/0009-0006-6649-0331; https://orcid.org/0009-0008-9056-8906
The present study addresses the lack of contextualized diagnostic instruments to identify the English language proficiency of primary school students in Colombian public educational institutions. Despite the bilingualism policies promoted by the Ministry of National Education (MEN), there is a persistent lack of monitoring mechanisms to evaluate their real impact. Furthermore, standardized tests, such as the Saber (ICFES) exams, do not include English assessment at this educational level. The objective of the research was to design a contextualized, accessible, and pertinent assessment instrument, aligned with the Basic Learning Rights (DBA), the Basic Competence Standards (EBC), and the A1 level descriptors of the Common European Framework of Reference (CEFR). Methodologically, a descriptive qualitative approach was adopted through documentary analysis, instrument design, pilot testing, and expert judgment validation. The results show that the tool possesses cultural validity, functional clarity, and relevance regarding the A1 level. Furthermore, areas for improvement were identified related to the simplification of vocabulary, the strengthening of writing skills, and the incorporation of a greater Colombian cultural component. It was also observed that students perform better in recognition tasks than in activities requiring the contextual use of the language, as well as significant differences between rural and urban contexts. It is concluded that the instrument constitutes a valid and reliable tool for formative diagnosis in primary education, favoring more equitable and contextualized assessment processes. Likewise, its implementation can contribute to reducing educational gaps, strengthening teaching practices, and promoting bilingualism in diverse Colombian educational contexts.
Teachers’ cognition and classroom practices on translanguaging in two public schools in Colombia
(Universidad Santo Tomás, 2026-07-05) Pinedo Sermeño, María Fernanda; Triana Rodríguez, Edwin Alexander; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002011009; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372307; https://scholar.google.com/citations?user=4ah2ZUwAAAAJ&hl=es; https://scholar.google.com/citations?user=4ah2ZUwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-9703-8608; . https://orcid.org/0009-0002-8379-9681; https://orcid.org/0009-0003-2282-6727; https://orcid.org/0000-0002-9703-8608; https://orcid.org/0009-0003-2282-6727; https://orcid.org/0009-0002-8379-9681
This study adopts a descriptive case design, considered suitable for exploring educational phenomena in their natural context. In this sense, the descriptive approach is relevant because it does not seek to generalize results, but rather to deeply understand how teachers interpret and apply translanguaging in their classrooms. Hence, the general objective of this work was to analyze teacher cognition about translanguaging in two public schools in Colombia, identifying beliefs, knowledge, and experiences, and comparing the relationship between cognition and practice, what led to the question What is teachers' cognition regarding translanguaging in two public schools in Colombia?. The research was conducted in two public schools in Colombia: one in Puerto Concordia (Meta) and another in Puerto Colombia (Atlántico). The participants were two English teachers with different professional trajectories. Semi-structured interviews and classroom observations were employed. The results showed that teachers in their cognition recognize translanguaging as a multifunctional resource and their practice reflects even without being familiar with the term, they use it as an approach in the teaching tasks allowing to identify the following categories such as: a scaffolding tool, a motivational strategy, and an intercultural bridge. Furthermore, the research revealed that the adoption of this practice largely depends on teacher cognition, offering a viable alternative to overcome the limitations of monolingual policies and move toward more inclusive and context-sensitive bilingual programs.
Caracterización de los procesos de polifonía discursiva en ambientes de aprendizajes del inglés
(Universidad Santo Tomás, 2026-06-26) Santiago Gómez, Juan Pablo; Restrepo Pascuales, Elizabeth; Vargas Zambrano, Luis Carlos; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001598183; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000155658; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002382303; https://scholar.google.com/citations?user=xEcj16cAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-3402-2817; https://orcid.org/0009-0004-0151-0181; https://orcid.org/0009-0003-9377-6894
This study aims to analyze how discursive polyphony influences the bilingual learning environment of eighth-grade students in Class 8B at the main campus of José María Campo Serrano Technical School in Aguachica, Cesar. The general objective is to characterize the influence of discursive polyphony in a bilingual learning environment through a mixed-methods, exploratory research design based on pedagogical action research. Data were collected using a Likert-type survey, lesson plans, learning guides, and the transcription and interpretation of audio recordings from two classroom sessions. Conversation analysis served as the theoretical and interpretative framework for examining classroom interactions. The analysis was conducted through three phases: diagnostic, preparation, and interpretation. During the diagnostic phase, the findings revealed that the school's learning environment is characterized by adequate lighting, physical spaces conducive to collaborative work, and positive interpersonal relationships both inside and outside the classroom. Students' experiences and cultural differences are recognized as valuable starting points for achieving the learning objectives. However, the results also revealed a lack of linguistic confidence when using English orally, as well as a fear of making mistakes. Teaching practices were evaluated positively, particularly regarding methodological variety, clarity of instruction, the use of translanguaging, and active listening. Likewise, students viewed peer interaction positively, recognizing it as an effective means of reinforcing ideas and clarifying doubts during oral participation. During the preparation phase, lesson plans and learning guides were designed around a topic intended to promote polyphonic expressions through classroom conversation. These interactions were audio-recorded for subsequent analysis. In the interpretation phase, sub-manifestations of discursive polyphony were identified within the categories of intrapolyphonic and interpolyphonic constructions. The findings indicate that students are able to integrate information from both their peers and their own previous contributions into an individual voice that corrects, supports, expands, or expresses opinions about the topics discussed in class. The study demonstrates that discursive polyphony promotes the collective construction of knowledge in the English classroom by encouraging interaction, the exchange of ideas, and active student participation. The learning environment was generally favorable in its physical, social, and pedagogical dimensions. However, the emotional dimension limited participation due to students' lack of linguistic confidence and fear of making mistakes. Furthermore, both intrapolyphonic and interpolyphonic manifestations were found to be influenced by learners' level of language proficiency. Overall, discursive polyphony enriches the learning process and strengthens students' communicative and social skills, although its successful implementation requires intentional teacher mediation and supportive classroom environments where making mistakes is recognized as a natural and valuable part of learning.
Analyzing the Impact of Bogotá’s bilingual education policies on the development of communicative competence at public BEM school ventiún ángeles
(Universidad Santo Tomás, 2026-07-23) Mendieta Guzmán, Dorys Amanda; Novoa Ruíz, Tatiana Consuelo; Yory Sanabria, Fadie Alejandra ; 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=0000052149; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001868186; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002407608; https://scholar.google.com/citations?user=0Jpy9GQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-8823-2505; https://orcid.org/0009-0004-6249-4365
This study evaluates the impact of Bogotá’s bilingual education policies on the development of English communicative competence among 11th-grade students at Ventiún Ángeles Public BEM School. Drawing on national initiatives such as the National Bilingualism Program (2004–2019), Law 1651 of 2013, and Colombia Very Well! (2015–2025), as well as district frameworks like the Plan Distrital de Bilingüísmo, and Agreement 992 (2025), the research examines how policy objectives align or fail to align with classroom realities. Using a case study, the analysis integrates quantitative data from standardized assessments (Saber 11, CEFR levels) with qualitative insights from teacher interviews and institutional documents. Findings reveal persistent gaps between policy rhetoric and practice, including structural limitations (teacher training, resources, overcrowding) and assessment of misalignments that privilege reading and grammar over authentic communicative tasks. While policies emphasize communicative competence and multilingualism, implementation often reduces bilingualism to English proficiency for economic competitiveness. The study highlights the need for inclusive, context-sensitive strategies that integrate teacher agency, intercultural dimensions, and authentic language use. Recommendations include rethinking assessment practices, strengthening institutional support, and broadening multilingual approaches beyond English.
Translanguaging y pedagogía decolonial Intercultural crítica: repertorios lingüísticos Afrocolombianos y venezolanos en una Institución Rural de Candelaria
(Universidad Santo Tomás, 0010-07-20) Mora Gaitán, Mariana; Ariza Guataquira, Yulieth Paulin; Salinas Hernández, Pilar; Rubiano Arana, Paola Andrea; Universiadad 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=0002375239; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002417976; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002418154; https://scholar.google.com/citations?user=pekltEsAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=0FHRMtYAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-5583-4235; https://orcid.org/0009-0000-1631-3085; https://orcid.org/0009-0003-6551-8572; https://orcid.org/0009-0009-6921-7041
This master’s degree project analyzes how translanguaging and critical intercultural decolonial pedagogy address the linguistic repertoires and cultural memory of Afro-Colombian and Venezuelan migrant students in a rural school in Candelaria, Valle del Cauca. The study emerged from the need to question English teaching practices that, through monolingual and standardized models, tend to render students’ ways of speaking, cultural trajectories, and family memories invisible. Grounded in a situated qualitative approach and critical participatory action research, the project worked with a main corpus of seven students and articulated semi-structured interviews, student-produced artifacts derived from pedagogical workshops, classroom observation records, and a focus group. Data analysis followed a process of open, axial and selective coding, supported by thematic and phenomenological triangulation and the construction of emergent categories, given the uneven participation across instruments and the possibility of individual longitudinal tracking. The findings were organized into three categories: the surveilled voice and the struggle for the legitimacy of students’ own repertoires; memories in transit: language, migration, and intercultural belonging; and from distant English to situated English: participation, future, and one’s own voice. The results show that students’ linguistic repertoires are not obstacles to English learning, but identity-based, affective, and pedagogical resources that can strengthen participation, linguistic security, and intercultural recognition. Therefore, the study proposes understanding the situated bilingual learning environment as a space for linguistic justice, cultural memory, and the resignification of English through students' lived experiences.
Translanguaging strategy for teaching english to indigenous ninth grade students.
(Universidad Santo Tomás, 2026-07-08) Contreras Lidueñas, Adolfo José; Moreno Ordosgoitia, Camila Andrea; Arrieta Castillo, Marledis; Dussan Pérez, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001684961; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372294; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002406186; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002416611; https://orcid.org/0009-0002-3883-8434; https://orcid.org/0009-0003-2056-4380; https://orcid.org/0009-0002-6374-8713; https://orcid.org/0009-0002-5289-8580
This study examines how translanguaging, understood as a communicative and contextualized pedagogical strategy, supports English language learning among ninth-grade students at Institución Educativa Indígena Guaimí, an indigenous educational setting in San Antonio de Palmito, Sucre. The research followed a qualitative descriptive-interpretive design aimed at analyzing students’ perceptions and classroom practices related to the use of Spanish and English in the learning process. Data were collected through a semi-structured interview with eight students and three classroom observations focused on English lessons. The information was analyzed through open coding, axial coding, and triangulation. Four analytical categories emerged: Cognitive and Functional Support of Spanish, Mental Translation and Linguistic Mediation, Confidence, Participation, and Learning Strategies, and Relationship Between English, Culture, and Community. Findings revealed that translanguaging functioned as a meaningful pedagogical resource that facilitated comprehension, enhanced participation, strengthened students’ confidence, and connected English learning with their cultural identity and community context. The study suggests that translanguaging can contribute to more inclusive, context-sensitive, and pedagogically relevant English teaching practices in indigenous educational settings while recognizing students’ linguistic and cultural resources as valuable assets for language learning.
Factores pedagógicos, Iinstitucionales y socioculturales asociados a los resultados de la Prueba Saber 11 de Inglés en estudiantes de tres Instituciones públicas del Distrito de Buenaventura.
(Universidad Santo Tomás, 2026-07-09) Torres Torres, Edward Jair; Viveros Angulo, Brandon Estiven; Suarez Cundumi, Mellerson; Trujillo Florez, Erika Fernanda; Universaidad Santo Tomas; https://orcid.org/0009-0005-4763-6019; https://orcid.org/0009-0007-0606-619X
This research aimed to analyze the pedagogical, institutional, and sociocultural factors associated with the results of the English component of the Saber 11 examination among students from three public educational institutions in the district of Buenaventura: José María Cabal, Liceo del Pacífico, and Gerardo Valencia Cano. The study emerged from the need to understand the conditions that influence students' performance on a standardized test that assesses communicative competence in English and whose results continue to reveal educational gaps in vulnerable contexts. The research was conducted under a qualitative approach with a descriptive–interpretative design, aimed at understanding the perceptions, experiences, and practices related to English language learning. The participants included eleventh-grade students and English teachers from the participating institutions. Data were collected through surveys, semi-structured interviews, and document analysis. The information obtained was analyzed through coding, categorization, and triangulation processes.The findings identified three main factors associated with performance on the English component of the Saber 11 examination: limited exposure to the language both inside and outside the school context, institutional constraints related to technological resources and pedagogical materials, and the influence of student motivation together with the pedagogical strategies implemented by teachers. Furthermore, the study revealed that socioeconomic inequalities and contextual educational conditions significantly affect students' opportunities to learn English. It is concluded that the results of the English component of the Saber 11 examination do not depend exclusively on students' individual abilities but rather on a complex interaction among pedagogical, institutional, and sociocultural factors. Consequently, it is recommended to strengthen teaching strategies, expand opportunities for English language practice, improve access to technological resources, and promote contextualized educational policies that respond to the needs of students attending public schools in vulnerable contexts.
Teachers’ perceptions of gamification in ELT as a strategy for enhancing the bilingual learning environment
(Universidad Santo Tomás, 2026-07-09) Pereira Eslava , Tatiana; Mercado Méndez , Angela Patricia; Paris Bermeo, David Enrique; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001336651; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376484; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002404264; http://scholar.google.com/citations?user=3x_HtWkAAAAJ&hl=es&oi=ao; ttps://orcid.org/0009-0002-5342-0458; https://orcid.org/0009-0006-8172-2348; https://orcid.org/0009-0002-2020-0256
This qualitative study explores the perceptions of English language teachers regarding the integration of gamification as a strategy to enhance the bilingual learning environment in two Colombian public schools located in Sahagún, Córdoba. While gamification is gaining recognition as a promising pedagogical approach to boost student motivation and engagement, its widespread implementation in public schools is hindered by significant challenges related to technology, infrastructure, teacher training, and beliefs about linguistic diversity. Despite international research highlighting teachers' positive attitudes and the effectiveness of gamification, there remains a notable research gap concerning teachers' perceptions and practices in the Colombian public school context. Drawing on theoretical frameworks of gamification in English Language Teaching (ELT) and the importance of fostering supportive bilingual learning environments, this research seeks to address this gap. The study employs a qualitative-oriented approach designed to first identify the general perceptions of English language teachers regarding the implementation of gamification as a pedagogical strategy. Subsequently, it analyzes how these perceptions of the impact and role of gamification in ELT influence teachers' pedagogical decisions regarding the incorporation and use of gamified activities in their teaching practices. Ultimately, this research contributes a vital framework to the academic field, providing insights that can help educators transform classroom practices, making English language learning more dynamic, inclusive, and relevant for students in public education.
Percepciones docentes sobre la metodología CLIL en ambientes de aprendizaje en transición al bilingüismo en colegios Privados de Nariño y Cundinamarca
(Universidad Santo Tomás, 2026-07-08) Aizaga Galeano, Lilian Sofia; Díaz Guevara, Leydy Yohana; Sánchez Camargo, Juan Diego; Gaitán Mesa, Karen Lorena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002108187; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002380469; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002380478; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002372295; https://scholar.google.com/citations?user=v4_A0lgAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=Onamg8sAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7716-4113; https://orcid.org/0009-0004-8522-9791; https://orcid.org/0009-0007-0819-7310; https://orcid.org/0009-0009-7902-7583
The implementation of CLIL methodology in educational institutions transitioning toward bilingual models poses pedagogical, linguistic, and institutional challenges that directly influence teaching practices. In this context, the present study aimed to analyze teachers’ perceptions of the implementation of CLIL in learning environments undergoing a transition toward bilingual education in selected Colombian educational institutions. The research followed a mixed-methods approach with a sequential explanatory design. In the quantitative phase, a Likert-scale questionnaire was administered to 17 teachers from private institutions located in Nariño and Cundinamarca. Subsequently, in the qualitative phase, semi-structured interviews were conducted with 6 participants selected through intentional sampling in order to deepen the initial findings. Quantitative data were analyzed through descriptive statistics and internal consistency procedures, while qualitative information was examined through categories related to teacher training, pedagogical practices, learning impact, implementation challenges, and institutional support. The findings reveal heterogeneous perceptions of CLIL. Although teachers recognize its potential to strengthen bilingualism and foster meaningful learning, they also identify limitations associated with English proficiency, lack of specific training, limited planning time, and insufficient institutional support. The study concludes that the effective implementation of CLIL does not depend solely on the pedagogical approach itself, but also on the formative, linguistic, and institutional conditions that enable its contextualized appropriation.
The best teaching practices trought arts with bilingual teachers, a study in three departments of Colombia.
(Universidad Santo Tomás, 2026-07-08) Taútiva Naranjo, Yuri Marcela; Yepes Landinez , Yury Andrea; 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=0000098848; https://scholar.google.com/citations?user=szUZfYMAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4022-2383; https://orcid.org/0009-0001-5970-3347
This intercultural mixed-methods research explores the integration of artistic thinking as a pedagogical tool in bilingual learning environments. The study addresses the need to transcend technical instruction toward an experiential methodology linking creativity and symbolic expression. By combining quantitative teacher performance analysis with qualitative immersion processes, the project analysed how art acts as a multimodal bridge facilitating multisensory second language acquisition. Findings demonstrate that this approach enhances communicative competencies and optimizes emotional well-being by reducing the affective filter. It is evidenced that bilingual teaching "embodied" through gesture and territory results in more inclusive and situated processes. The "Artistic Bilingualism" model is projected as a transformative benchmark where the foreign language is inhabited as a language of life, consolidating autonomy and cultural rootedness within the educational community. This research proves that integrating body and culture into the bilingual experience is a vital tool for social empowerment.

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