Entre estándares y realidades: estudio de caso intrínseco del proceso formativo en inglés y el desarrollo de la competencia comunicativa en los grados quinto y undécimo de la IED Funza sede Furatena.

Abstract

This study aims to characterize the English language teaching and learning process in fifth and eleventh grades at the Furatena campus of Institución Educativa Departamental Funza through an integrated analysis of the curricular, methodological, assessment-related, and contextual shortcomings that affect the development of communicative competence. This qualitative study, grounded in a socio-critical perspective and exploratory-descriptive in scope, was conducted as an intrinsic case study. Data were collected through semi-structured interviews, classroom observation, and document analysis, and were integrated through methodological triangulation to contrast the prescribed, perceived, and enacted curriculum. The findings reveal a gap between policy guidelines and their pedagogical enactment, reflected in the predominance of traditional practices, unresolved methodological hybridity, assessment practices that lack systematic formative orientation, and scarce opportunities for meaningful language use. In conclusion, the difficulties in learning English do not stem from the absence of educational policies, but from the lack of articulation among curriculum, methodology, and assessment, mediated by contextual conditions that constrain the development of communicative competence. This underscores the need for contextualized pedagogical proposals that strengthen the coherence of the teaching and learning process.

Keywords: communicative competence, English language teaching, curriculum, teaching methodologies, learning assessment