Pilar Méndez Rivera

Foto de Pilar Méndez Rivera en la página del DIE
ELT Education
Grupos de Investigación: 
Aprendizaje y Sociedad de la Información

Doctora en Educación por la Universidad Santo Tomás, Magíster en Lingüística por el Instituto Caro y Cuervo y Licenciada en Lenguas Modernas por la Universidad del Atlántico. Actualmente es profesora asociada de la Universidad Distrital Francisco José de Caldas en los programas de Doctorado Interinstitucional en Educación -Énfasis ELT Education- y la Licenciatura en Lenguas Extranjeras con Énfasis en Inglés. Directora del grupo de investigación Intertexto.

Doctorado Universidad Santo Tomás
Doctora en Educación
2010 - 2014
Constitución de Sujeto Maestro en las Prácticas de Resistencia en Colombia entre 1930-2013. Un Estudio Arqueológico

Maestría Instituto Caro y Cuervo
Magister en Lingüistica
2000 - 2004
Análisis semántico pragmático del discurso político de Horacio Serpa y Alvaro Uribe

Pregrado Universidad del Atlántico
Licenciada en Lenguas Modernas
1994 - 2000
La lúdica como estrategia dinamizadora de los procesos de lectura y escritura de 6o del colegio Carlos Meisel

  1. Coloniality of knowledge and power in ELT pre-service teachers' education in the English language textbooks

    Colombian Education faculties in the teacher education programs have taught English using the guide of well-known language textbooks without having in mind those textbook contents can have a high levels superficial cultural components in a conscious or unconscious way, those future teachers of language do not problematize the cultural component of textbooks or take into account the teaching-learning context. The purpose of this research is to examine and compare the concepts of coloniality presented in the English language textbook from multinational publishing house in pre-service English teacher education. Throughout this project, it is proposed to see how multinational publishing houses have a clear colonial purpose in the production of their texts. I want to analyze: How textbooks of international publishing house influence in the teacher training of the EFL student-teachers the coloniality of knowledge and power, the cultural components of English textbooks and the different...

    Estudiante: Jeisson Steven Méndez Lara
  2. Critical reflections to understand EFL teachers perceptions and particularities that affect co-working

    For 10 years, I have taught English with communicative purposes, and trying to favor students’ critical thinking development. I want to make of my classes a meaningful experience, so I consider learners’ backgrounds, individual characteristics, likes, dislikes, emotions, contexts, and needs. For doing so, I design authentic material for my lessons, based on students’ needs and characteristics, and share it with my colleagues with the intention of building a school’s contextualized material bank. I also try to lead activities that involve the whole community, particularly to my colleagues, because teachers’ teamwork can offer opportunities to build knowledge and improve teaching practices, allowing us to be better professionals working as a group (Richards & Farrell, 2005). Unfortunately, this idea of actively co-working to improve the English Language Teaching (ELT) in my institution seems to be a personal endeavor because I have found some resistance from the other teachers to...

    Estudiante: Oscar Fernando Abella Peña
  3. Re-signifying the Subject Positions of the observers: The narrated experiences of ELT class observers in Colombia

    This research project explores the unseen, silencing and effective invisibilization within the observers’ subject positions in the process of classroom observation practices in Colombia. Also, the research tries to sustain such practices carried out by observers are not simply normalized (formats, rubrics, and data), but represent more than a process of instrumentalization, functioning into social practice, where the observers are involved in an asymmetrical power-relations situation where an expert reasoning system within school contexts prevails merged with reflection and criticism.

    It is important to mention that this project is based on the observers’ subject position. There is a lot of literature about classroom observations, but little has been said about the observers’ subject positions during this practice. The observer is the person who analyzes, judges, criticizes, offers feedback, and supports English language teachers in a strategy of Classroom Observation (...

    Estudiante: Luis Miguel Martínez Luengas
  4. Socio-critical approach in the ELT, making teacher’s knowledge visible

    This research pretends to present a new point of view for teachers to focus their practice on a new conception of the second language teaching based on making visible the teacher’s voice and knowledges and strengthen the link between social context and educational practices, this through a process of interpretation of a variety of teaching practices in the context of the English teachers from public schools in Bogotá, where their characterization can provide an overview on the power relations built for the teachers through their discourse and the approach as a way to give value to the Latin-American context in the teaching of a foreign language.

    In Colombia the implementation of policies regarding the teaching language as Colombia Bilingüe, Bogotá Bilingüe, Immersion Rooms, Plan Distrital de segunda lengua, etcetera, has been proposed from the necessity of have results towards international standards without taking into account the teacher’s knowledge, the social context of...

    Estudiante: Sindy Lissette Vanegas Garzón
  5. Unpacking future language teachers’ sense of communities from a knowledges otherwise perspective: decolonizing research on language teacher education in Colombia

    The purpose of this research project is to describe how primary English learners construct the concept of gender and analyze if this construction has an effect on their learning of the foreign language English. In order to achieve these objectives I will make some video recordings of classroom interactions, I will conduct some interviews and I will also collect some drawings about children’s representations of gender. By carrying out this project I hope to contribute to a better understanding of the role that gender plays in the learning of the foreign language learning. I also hope that this understanding derives in transformative actions to avoid discrimination and promote inclusion, respect and tolerance among the members of school communities.

    Estudiante: Julia Zoraida Posada Ortiz
  6. Who teaches the teachers? Analyzing ELTEs' subject constitution at English Language Teaching Education Programs

    From my experience as bilingual advisor at Secretaria de Educación de Bogotá and professor at a master of education program, I have wondered whether there is a curriculum on ELT education that could be studied from national policies, from institutional initiatives at undergraduate careers, specifically at the programs of future English teachers or from the teaching practices carried out at the same programs. Can it be said that the national policies proposed from the government shape the educational practices at the programs of prospective English teachers? The purpose of this research is to examine official documents, as follows, self-evaluation documents, general programs structures of the careers, accreditation documents and lesson planning among others taken from three undergraduate programs on the initial formation of English teachers, in order to identify the possible connections or discrepancies between English teaching practices in those programs aimed to prospective...

    Estudiante: Alejandro Mauricio Davila Rubio