The Notion of English as an International Language in the Curriculum Policy of a Selection of Initial English Teacher Education Programs in Colombia
- Autores: Oscar Mauricio Gomez Delgado
- Directores de la Tesis: Emilee Sarah Moore de Luca (dir. tes.)
- Lectura: En la Universitat Autònoma de Barcelona ( España ) en 2024
- Idioma: inglés
- Número de páginas: 381
- Tribunal Calificador de la Tesis: Melinda Dooly (presid.), Enric Llurda (secret.), Carl Edlund Anderson (voc.)
- Programa de doctorado: Programa de Doctorado en Educación por la Universidad Autónoma de Barcelona
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
This thesis presents a comparative analysis of the manifestation of the notion of English as an International Language (EIL) in the curriculum policy of six of initial English Teacher Education (T-Ed) programs in Colombia, as well as the perceptions held about EIL by a group of teacher trainers. This qualitative study stems from the recognized need to continue favoring the learning of English in Colombia, as well as from the belief that English language teaching could benefit from linguistic and pedagogical approaches that embrace the multi-varietal, pluri-centric reality of English, and that acknowledge the validity of informed endonormative pedagogical and cultural practices in language teaching and in T-Ed.
The study adapted the methodology of Comparative Case Studies to establish the extent to which the paradigm of EIL was present in official documentary policy, as well as in testimonial policy in the selected settings. The methodology entailed the collection and analysis of curriculum documents, present and historical, analyzed comparatively with the views reported by teacher trainers. Qualitative Content Analysis was employed to devise a deductive/inductive frame for the analysis of documents and interviews, and Values Coding was used inductively as the analytical approach for teacher trainers' reported perceptions.
The study revealed that the notion of EIL, whenever found, was manifested mostly implicitly, with varying degrees, and at different levels across the curriculum policy in the T-Ed programs, with the linguistic and pedagogical sub-domains of T-Ed showing the closest affinity to EIL. The study suggests that the manifestation of the EIL notion is slightly more visible in some of the programs today than it was in the past. Teacher trainers' reported views of EIL suggest some critical postures towards English, as well as a welcoming attitude towards the pluri-centric condition of English; still, language variation was reportedly perceived to be less problematic in matters of accent than of grammar and vocabulary. The study also implies that there may be room for the eventual, deliberate incorporation of EIL-like practices in initial English teacher education.