Reflexión e interpretación de los ambientes bilingües de aprendizaje en dos instituciones Educativas Colombianas

Abstract

This research analyzes how the physical characteristics and pedagogical approach of Bilingual Learning Environments (BLE) influence English language learning among tenth-grade students. The study was conducted in two Colombian institutions with contrasting profiles: Institución Educativa San José, a public school in Itagüí (Antioquia), and Colegio Nuestra Señora de Nazareth, a private school in Barranquilla. Within a qualitative and interpretive framework using a comparative case study design, data were collected through non-participant observation, semi-structured focus group interviews, and field journals. Thematic analysis revealed four emerging categories: affective climate and motivation, pedagogical strategies and learning dynamics, teaching resources and physical space organization, and social interaction and collaborative learning. Findings show that both institutions maintain a positive emotional climate that reduces students' fear of making mistakes and strengthens their linguistic confidence. Active pedagogical strategies stand out, including gamification, communicative activities, and digital platforms such as Kahoot and Quizziz, all of which promote participation and meaningful learning. Collaborative work emerges as a key element for the collective construction of knowledge. Nevertheless, relevant contextual differences exist regarding the availability of technological resources and infrastructure, with the private school holding a clear advantage. Triangulation with the theoretical framework confirms that BLEs are complex pedagogical ecosystems whose effectiveness does not depend exclusively on material resources, but on the synergistic integration of pedagogy, language, space, and context. It is concluded that when these elements are intentionally articulated, the classroom becomes a transformative environment that enhances the holistic development of students in globalized contexts.