Formación Académica
Doctorado Universidad Distrital Francisco José de Caldas
Doctora en Educación
2021
Unpacking future language teachers’ sense of communities from a knowledges otherwise perspective: decolonizing research on language teacher education in Colombia
Maestría Universidad Distrital Francisco José de Caldas
Magíster en Lingüística Aplicada a la Enseñanza del Inglés
2006
Effects of peer feedback on EFL students' speaking
Especialización Universidad del Quindío-Corporación Universitaria de Ibagué
Especialista en Enseñanza de Literatura
1996
Testimonio y marginalidad en la narrativa de escritoras negras de la Costa Pacífica colombiana
Pregrado Universidad del Tolima
Licenciada en Español e Inglés
1989
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,...
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