Caracterización de los procesos de polifonía discursiva en ambientes de aprendizajes del inglés

Abstract

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.