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
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 (...VER MÁSEstudiante: Luis Miguel Martínez Luengas
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...VER MÁSEstudiante: Sindy Lissette Vanegas Garzón
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...VER MÁSEstudiante: Alejandro Mauricio Davila Rubio