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Papers by FERNEY CRUZ ARCILA

DOI: 10.5294/edu.2013.16.1.5 This article calls for locally grounded approaches to the teaching o... more DOI: 10.5294/edu.2013.16.1.5 This article calls for locally grounded approaches to the teaching of foreign languages in Colombia in an attempt to recognize difference, diversity and heterogeneity. For that, I first present a critical review of the use of traditional language teaching methods to conclude that they do not offer a comprehensive accountability for the sort of multifarious cultural, ethnic, economic, and ideological factors that come into play in language learning and teaching. This review considers this historical moment in which there is a nation-wide linguistic policy being implemented in Colombia. Second, there is a clear reference to the Postmethod Pedagogy in which principles such as particularity, practicality and possibility offer an alternative view to the language teaching enterprise. Third, in connection with the postulates of postmethod pedagogies, I highlight the value of parting with glocal educational perspectives for foreign language teaching (FLT). Final...

The use of virtual environments to support as well as to complement language teaching and learnin... more The use of virtual environments to support as well as to complement language teaching and learning processes is becoming a recurrent practice and sometimes policy in several educational institutions. This paper reports the results of an inquiry carried out at the language center of a private university in Bogota. Those results intended to describe EFL teachers’ viewpoints regarding the promotion of autonomous, collaborative, and meaningful learning through the use of virtual classrooms in the teaching of English as a foreign language. Findings show that the promotion of these three types of learning through the use of virtual classrooms still represents challenges in the context in which this study was carried out.

Drawing on a larger study of the current state of affairs of English language teaching (ELT) in r... more Drawing on a larger study of the current state of affairs of English language teaching (ELT) in rural Colombia, this paper interrogates the social impact which education policies promoting English have been associated with. Informed mainly by Nancy Fraser’s theory of social justice, I analyse teachers’ narratives (obtained through interviews and teaching biographies) in an attempt to point at specific issues that need to be considered, in order to more truthfully account for social development through education policy. In doing so, from the angle of ELT in rural contexts, the paper examines where it is that rural regions stand in terms of cultural and socioeconomic arrangements operating in the country. It is suggested that in order to really make ELT policy socially impactful, these wider cultural and socioeconomic arrangements need to be examined, questioned and indeed integrated into policy making.

Revista Folios, 2021

Este artículo de investigación presenta los hallazgos de un estudio orientado a explorar el tipo ... more Este artículo de investigación presenta los hallazgos de un estudio orientado a explorar el tipo de conexiones que pueden existir entre el aprendizaje de segundas lenguas y la configuración de identidades raciales de aprendientes de español y de inglés. Aunque este tipo de conexiones tiene grandes implicaciones para las prácticas de enseñanza y aprendizaje de lenguas en nuestro país, se ha dado por sentado y ha permanecido inexplorado. Apoyados en la teoría critica de la raza –en particular, en el concepto de blancura–, además de postulados poscoloniales, la investigación buscó problematizar la noción de identidad racial al analizarla como un factor relevante en procesos de aprendizaje de lenguas. Mediante una metodología cualitativa, el análisis de la construcción de identidades raciales se hizo por medio de narrativas escritas y orales. Entre los hallazgos principales se destaca la idea de que el aprendizaje de lenguas está directamente relacionado con formas de desafío de estructuras raciales en algunas ocasiones y de acomodación a estas, en otras. Dichos desafíos y acomodaciones se ven reflejados en diferentes tipos de posicionamientos ante diversos grupos sociales por parte de los aprendientes.

Espanhol como língua adicional: um reflexo do ensino no Brasil

Profile: Issues in Teachers´ Professional Development

Stemming from a study of what it is like to teach English in rural Colombia considering both Engl... more Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers’ narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers’ own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised.

Revista De La Universidad De La Salle, 2012

Current Issues in Language Planning

DOI: 10.5294/edu.2013.16.1.5 This article calls for locally grounded approaches to the teaching o... more DOI: 10.5294/edu.2013.16.1.5 This article calls for locally grounded approaches to the teaching of foreign languages in Colombia in an attempt to recognize difference, diversity and heterogeneity. For that, I first present a critical review of the use of traditional language teaching methods to conclude that they do not offer a comprehensive accountability for the sort of multifarious cultural, ethnic, economic, and ideological factors that come into play in language learning and teaching. This review considers this historical moment in which there is a nation-wide linguistic policy being implemented in Colombia. Second, there is a clear reference to the Postmethod Pedagogy in which principles such as particularity, practicality and possibility offer an alternative view to the language teaching enterprise. Third, in connection with the postulates of postmethod pedagogies, I highlight the value of parting with glocal educational perspectives for foreign language teaching (FLT). Final...

The use of virtual environments to support as well as to complement language teaching and learnin... more The use of virtual environments to support as well as to complement language teaching and learning processes is becoming a recurrent practice and sometimes policy in several educational institutions. This paper reports the results of an inquiry carried out at the language center of a private university in Bogota. Those results intended to describe EFL teachers’ viewpoints regarding the promotion of autonomous, collaborative, and meaningful learning through the use of virtual classrooms in the teaching of English as a foreign language. Findings show that the promotion of these three types of learning through the use of virtual classrooms still represents challenges in the context in which this study was carried out.

Drawing on a larger study of the current state of affairs of English language teaching (ELT) in r... more Drawing on a larger study of the current state of affairs of English language teaching (ELT) in rural Colombia, this paper interrogates the social impact which education policies promoting English have been associated with. Informed mainly by Nancy Fraser’s theory of social justice, I analyse teachers’ narratives (obtained through interviews and teaching biographies) in an attempt to point at specific issues that need to be considered, in order to more truthfully account for social development through education policy. In doing so, from the angle of ELT in rural contexts, the paper examines where it is that rural regions stand in terms of cultural and socioeconomic arrangements operating in the country. It is suggested that in order to really make ELT policy socially impactful, these wider cultural and socioeconomic arrangements need to be examined, questioned and indeed integrated into policy making.

Revista Folios, 2021

Este artículo de investigación presenta los hallazgos de un estudio orientado a explorar el tipo ... more Este artículo de investigación presenta los hallazgos de un estudio orientado a explorar el tipo de conexiones que pueden existir entre el aprendizaje de segundas lenguas y la configuración de identidades raciales de aprendientes de español y de inglés. Aunque este tipo de conexiones tiene grandes implicaciones para las prácticas de enseñanza y aprendizaje de lenguas en nuestro país, se ha dado por sentado y ha permanecido inexplorado. Apoyados en la teoría critica de la raza –en particular, en el concepto de blancura–, además de postulados poscoloniales, la investigación buscó problematizar la noción de identidad racial al analizarla como un factor relevante en procesos de aprendizaje de lenguas. Mediante una metodología cualitativa, el análisis de la construcción de identidades raciales se hizo por medio de narrativas escritas y orales. Entre los hallazgos principales se destaca la idea de que el aprendizaje de lenguas está directamente relacionado con formas de desafío de estructuras raciales en algunas ocasiones y de acomodación a estas, en otras. Dichos desafíos y acomodaciones se ven reflejados en diferentes tipos de posicionamientos ante diversos grupos sociales por parte de los aprendientes.

Espanhol como língua adicional: um reflexo do ensino no Brasil

Profile: Issues in Teachers´ Professional Development

Stemming from a study of what it is like to teach English in rural Colombia considering both Engl... more Stemming from a study of what it is like to teach English in rural Colombia considering both English language teaching policy and social challenges of these contexts, this paper explores different locally grounded English language teaching practices. Through the analysis of teachers’ narratives and field observations, four examples of such practices are discussed. These examples highlight how teachers intuitively tend to make the most of their expertise, the limited resources available, and the local lingua-cultural repertoires in an attempt to help students make sense of English. From the perspective of language teaching as a socially sensitive practice, findings suggest that teachers’ own experiential and situational knowledge constitutes a powerful platform from which valuable bottom-up practices are and can further be devised.

Revista De La Universidad De La Salle, 2012

Current Issues in Language Planning