Harold Castañeda-Peña

Foto de Harold Castañeda-Peña en página del DIE
Admisiones DIE, 2016-1, Invitado, Profesor
ELT Education
Grupos de Investigación: 
Aprendizaje y Sociedad de la Información

Doctor en Educación por la Universidad de Londres, Magíster en Lingüística Aplicada por la Carthage College, Estados Unidos y Magíster en Lingüística Hispanoamericana por el Instituto Caro y Cuervo. Profesor asociado de la Facultad de Comunicación y Lenguaje del Departamento de Lenguas de la Pontificia Universidad Javeriana. Miembro del Grupo de Investigación Aprendizaje y Sociedad de la Información. Actualmente es profesor del Doctorado Interinstitucional en Educación, sede Universidad Distrital. Fue Profesor del Doctorado en Ciencias Sociales y Humanas, la Maestría en Comunicación y en el Pregrado de Licenciatura en Lenguas Modernas de la Pontificia Universidad Javeriana, Bogotá (Colombia). Su interés investigativo gira en torno a la competencia informacional, la interface entre género y aprendizaje de lenguas y los videojuegos. En esta última temática dirigio el proyecto de investigación ‘Estado del arte de las investigaciones sobre juegos masivos en línea para múltiples jugadores’, financiado por la Vicerrectoría Académica y los Departamentos de Ciencia de la Información, Lenguas y Comunicación de la Pontificia Universidad Javeriana.

Doctorado University of London Goldsmiths College, Reino Unido
Doctor en Educación
2004 - 2007
Positioning Masculinities and Femininities in Preschool EFL Education

Maestría Carthage College
Magister en Educación
1995 - 1997
Culture Awareness and Pre-Listening Activities

Maestría Instituto Caro y Cuervo
Magister en Linguistica Española
1992 - 1995
Disentimiento: La Condicion Postmoderna del Discurso

Pregrado Universidad Pedagógica Nacional
Licenciado Espanol Ingles
1988 - 1991
El Signo Linguistico

  1. EFL Bilingual Curriculum Development and Social Context

    Language policies in Colombia have incorporated models in bilingual education which have been a matter of discussion by the academic community as well as by the different actors involved in the process of enacting such policies. One of the critics that have been discussed by researchers regarding the National Plan of Bilingualism (PNB) is the one related to the lack of awareness of social context in the design, development and implementation of the PNB and that is exactly the problem set for the development of this study. Centralization of bilingual policies and marginalization of social context of school communities in decision making when developing and implementing bilingual curriculum is the main concern of my research project.

    Results found in english language proficiency of colombian students show that the implementation of bilingual policies in the last 15 years have not been effective enough to achieve the expected goals established by government and by the bilingual...

    Estudiante: Edwar Antonio Prieto Rodríguez
  2. Enhancing transgender students integral development through the teacher training

    The major incentive of this Doctoral proposal aroses after talking with some transgender students from university level; they mentioned have been mistreated by some teachers who apparently are not able to understand who they are, what being transgender person means. It is of paramount importance to remark on the pursuit of such a necessary training, giving the proper attention and assistance to the students who suffer silently, without having at the present time an alternative other than hiding themselves inside the social precepts and doing what our colonialist heritage imposes them, living in an insane anonymity. The problem itself is the lack of information we as teachers have about how to cope with the diversity of our students in our educational and academic contexts.

    Estudiante: Pedro Adolfo Cabrejo Ruiz
  3. Palabrear the Indigenous EFL teachers' singularities to multi-signify and reconstruct the EFL teachers' identities

    This study intends to document how critical pedagogy can be promoted in the formation of EFL student teachers (the B.A. program on Bilingual Education at Institución Universitaria Colombo Americana- Única) by resorting to the narratives of a diverse minority EFL teacher as input to contest the givens of bilingualism policies from the schooling system. The study intends to create conditions and spaces for the reflection of future teachers, so that their personal epistemologies of the implications of language policies foster their awareness of their agentive role in society, and inform their professional discourse, their eventual teaching practices, and their contribution to society as intellectuals.

    Estudiante: Carlos Augusto Arias Cepeda
  4. Teacher Educators' Interactional Identities in Colombian ELT Classroom Interaction

    This doctoral-application research proposal looks for both identifying the mentor teachers’ pedagogical and conversational factors that build their interactional identities as language teachers in the English classroom of BA programs in TEFL in Colombia, as well as describing the ways in which their interactional identities configure pre-service teachers’ identities as language teachers. These aims will be pursued by tracing and describing mentor teachers’ conversational factors from the observation of their interactions with pre-service teachers in English classes (interaction patterns) and their pedagogical factors from the interpretation of the meanings (conversational interactions) that they give to the manner in which their interactions happen in class.

    Estudiante: Edgar Yead Lucero Babativa
  5. Tensions, contradictions, and hybridization of peripheral teacher identities in a transnational nexus

    This proposal focuses on the identity reconstruction of transnational language teachers using a qualitative narrative inquiry as the research methodology. It begins by identifying the identity issues encountered by the transnational participants in a new foreign teaching context. And it aims to explore how socio-cultural complexities, interaction and negotiation with local educational traditions, beliefs and practices have prompted the reconstruction, transformation, or hybridization of transnational teacher identities. 

    The literature review section of this proposal provides an overview on the development of LTI research approaches evolving from essentialism, structuralism, post-structuralism to discourse analysis as a field for finding identities in recent decades. Theoretical concepts such as Said’s (1993) intellectual exile and Wenger’s (1998) “Peripheral” trajectories were introduced to explain the transnational teacher identity status.  It also includes a summary of...

    Estudiante: Liu Yi Fen
  6. The gender role in an intercultural EFL classroom through story circles

    This research proposal is born after having worked with gender topics in the implementation of the masters’ program research study. I consider imperative to continue working with this kind of topics in the classroom as we, as teachers, have the opportunity to help our students understand that respect is one of the most important values to cultivate and practice while living or interacting with others, it should not matter at all to have differences of any kind.

    The proposal will take place in a public school in Bogotá with 40 students from 7th grade. This qualitative action research intends to a) identify students’ discourses related to gender in an intercultural EFL classroom through Story Circles; b) describe gendered discourses created in an intercultural EFL classroom through Story Circles and c) analyze the relationship between students’ gendered discourses, their intercultural background and foreign language learning when working with Story Circles. The pedagogical...

    Estudiante: Catherine Benavides Buitrago
  7. Unpacking future language teachers’ sense of communities from a knowledges otherwise perspective: decolonizing research on language teacher education in Colombia

    In initial teacher education, community has been conceptualized around modern concepts such as Target Communities (Higgins, 2012), Imagined Communities (Anderson, 1983), and Communities of Practice (Wenger, 1998; Wenger-Trayner, M. Fenton-O'Creevy, S. Hutchinson, Kubiak and Wenger-Trayner, B. (2015). Target Communities are understood as mostly cohesive groups of people who speak a (standard) language in relatively homogeneous ways, and whose cultural practices likely differ significantly from those who study the target language of that community. This view of community constructs the English Language Preservice Teachers through the dichotomy of Native Speakers of English (NSEs) vs. Non-Native Speakers of English (NNSEs) (Higgins, 2012). Imagined Communities point out groups of people, not immediately tangible and accessible, with whom we connect through the power of imagination (Norton, 1995). Within this view, the world is a global village where everybody shares an affiliation by...

    Estudiante: Julia Zoraida Posada Ortiz


  • Jurado evaluador del Proyecto de Tesis: Comunicación en aulas diversas urbanas en Bogotá. Una mirada desde la interculturalidadComunicación en aulas diversas urbanas en Bogotá: una mirada desde la interculturalidad. Autoría de: Andrea Muñoz Barriga