IPP in ELT

Creado mediante el Acuerdo 260 del 5 de octubre de 2023 del Consejo de Facultad de Educación y actualizado en dos ocasiones, el Semillero IPP in ELT (Identities, Praxis and Policies in English Language Teaching) tiene como objetivo explorar, analizar y comprender las interacciones entre las identidades construidas, las prácticas pedagógicas implementadas y las políticas lingüísticas relacionadas con la enseñanza del inglés como lengua extranjera (ELT), con el propósito de contribuir al desarrollo de enfoques pedagógicos más efectivos y a la formulación de políticas educativas que promuevan una enseñanza de calidad en este campo. Adicionalmente, El semillero de investigación "Identities, Praxis and Policies in ELT" se justifica en virtud de su potencial para contribuir de manera significativa a la formación académica y profesional de nuestros estudiantes, al abordar temas críticos como la construcción de identidades docentes y estudiantiles en el contexto de la enseñanza del inglés, la mejora de las prácticas pedagógicas y la influencia de las políticas lingüísticas en esta disciplina.

2023 (Acuerdo 260 de 2023)

Coordinador: Juan Diego Perdomo Ángel

Integrantes: Carol Michell González Hernández; Iván Andrés Ramírez Lizcano; Anamaría Castañeda; Brayan Andrés Amaya Castillo; Sergio Esteban Medina Machado; Jhon Sebastián Perdomo González.

2025 (Acuerdo 099 de 2025)

Coordinador: Juan Diego Perdomo Ángel

Integrantes: Carol Michell González Hernández; Iván Andrés Ramírez Lizcano; Brayan Andrés Amaya Castillo; Jairo Andrés Diaz Santacruz; Paulo Daniel Lozada Mendoza; Laura Valentina Montero Vásquez; Angelly Daniela Martínez Chamorro.

Brayan Amaya, Iván Ramírez, Laura Montero y Juan Diego Perdomo.

Proyecto desarrollado: The relationship between English language learning and the socioeconomic development of Huila (2025)

This research aimed to explore the understudied link between learning English and socioeconomic growth in Huila, Colombia. As Huila stands on the cusp of economic progress and global integration, a comprehensive understanding of how English proficiency affects various aspects of development is essential. The research aims to investigate how English proficiency affects employment, trade, and societal interactions, with the goal of offering valuable insights to inform policies and initiatives that support Huila's sustainable development and smooth integration into the global economy.

Paulo Lozada, Carol Hernández y Jairo Díaz

Proyecto desarrollado: Constructing teacher professional identity: The contribution of practicum model on Pre-service Foreign Language Teachers at Universidad Surcolombiana (2025)

This research seeks to analyze how the pedagogical practice model in the ELT program at Universidad Surcolombiana contributes to the formation of the professional identity of foreign language teachers and the formulation of structured guidelines for pedagogical practice, to characterize the approach to pedagogical practices in the education of foreign language teachers at Universidad Surcolombiana, considering the teaching methodologies, didactic resources and the roles of the supervisors and PELT’s, to analyze how these practicum experiences contribute to teacher development in terms of knowledge, skills, attitudes, and emotions, to identify the factors influencing pedagogical practicum experiences, including educational context, practicum supervisor qualifications, and curriculum policies. This research attempts to understand how pedagogical practice models and structured guidelines can contribute to the professional development of PELTs at Universidad Surcolombiana.

This project received a ‘Meritorious’ distinction from the evaluators.

Sergio Medina

Proyecto desarrollado - Trabajo de Grado: Exploring Pre-service English Language Teachers’ Researcher Identity Construction (2024)

This study was designed as a case study that sought to reconstruct the experiences related to the researcher's identity construction among six PELTs during research in the ELT program. These experiences were collected through journals, questionnaires, and semi-structured interviews, and the data were analyzed from a thematic analysis approach. PELTs’ experiences show that social interactions and academic investments are crucial to building and interpreting a flexible identity in which they feel self-confident, perceiving themselves as part of a research community and as professional researchers in the process.

Angelly Martínez

Proyecto desarrollado - Trabajo de grado: Second Language Learning Through Indigenous’ Eyes (2025-2026).

Despite a growing body of research on bilingualism and language policies in Colombia, there remains a significant gap concerning the lived experiences of Indigenous students who must learn Spanish as a second language within university settings. Most studies have prioritized analyses of national policies or the teaching of English, overlooking the voices of Indigenous students and the strategies they develop to acquire Spanish while preserving their ancestral languages. This project seeks to address this gap by exploring how Indigenous students at Universidad Surcolombiana experience learning Spanish as an L2 and how this process shapes their academic trajectories and cultural identities within the broader institutional language policy framework. The study also examines the strategies these students employ to maintain their mother tongues and their perceptions of bilingualism in Colombia, particularly regarding the prominence of English in national policies. Guided by a qualitative approach and a narrative case study design, the research draws on semi-structured interviews with four Indigenous students. The project is grounded in an interpretive epistemology and a relativistic ontology, recognizing that knowledge and reality are constructed through participants' diverse cultural, linguistic, and social experiences.

María Paula Mora Chila – Heidy Lorena Vásquez Parra - Juana Valentina Gaona Zabala - Alexander Benavides Vargas

Proyecto desarrollado: AI and Identity Construction in an ELT Education Program: A Collaborative Autoethnography (2025-2026)

Artificial intelligence (AI) has rapidly become a central tool for supporting and optimizing academic tasks, which makes it increasingly relevant in teacher education programs. Recognizing its growing presence in our daily academic practices, this project explores how four students in the ELT Program at a university in southern Colombia interact with and make sense of AI in their learning. Through self-reflection journals and introspective dialogues, we seek to document our experiences, questions, and concerns regarding the use of AI, and to understand how these interactions influence the development of our identities as future English teachers.

Using a collaborative autoethnographic approach, the project focuses on constructing shared narratives that reveal both the opportunities and tensions that arise when integrating AI into academic work. Rather than evaluating AI itself, the project aims to generate a space for critical reflection on issues such as autonomy, authorship, dependence, and the authenticity of learning. Ultimately, this project seeks to promote ethical and thoughtful engagement with AI as an emerging tool in teacher education.

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