Percepciones de los docentes en una institución educativa de Cundinamarca frente a las barreras que dificultan generar ambientes bilingües de aprendizaje

Abstract

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