The objective of this project is to problematize the teaching of natural sciences (biology) from a bilingual perspective. This significant problematization will characterize the practices, methodologies, knowledge and primarily the identities of the teachers who are in charge of this process in public and private institutions in Colombia. It should be noted that in the characterization of the identities of bilingual science teachers becomes essential to understand the teaching-learning processes, given that by analyzing their training and decisions allows us to determine how the process in Colombia is assumed and delivered.
For the construction of the state of the art, a detailed documentary review has been carried out under the categories of bilingual education, science teaching-learning in English, identities of bilingual teachers, and training of science teachers. As a preliminary result no great documentation regarding the teaching of science in a foreign language or the study of the identities of bilingual teachers was found. Hence, it should be pointed out that science teaching training programs do not have seminars or courses in their curriculum in which bilingual education is addressed, being unsuitable for the needs education is facing nowadays. Within the theoretical framework, the concept of identity has been taken as the central axis and is developed hand in hand with concepts such as teacher training, bilingual education, science teaching-learning processes, and a discussion that has an innovated impact on the methodological approach is proposed. At the methodological level, qualitative research has been carefully chosen, considering Ethnography and multiple case study, in order to characterize the practices, knowledge, struggles and testimonies of bilingual science teachers in Colombia, with instruments such as structured and unstructured interview, and the field diary used to fulfill its purpose.
Therefore, the aim is to enrich two fields of knowledge, the field of ELT Education and research in science education, furthermore, to create a major dialogue between these two conceptual bodies that allows analyzing, understanding and rethinking the processes of bilingual education in Colombia, potentially taking this research proposal to teacher training centers. Likewise, it seeks to understand and strengthen the processes of science teacher training, to characterize the processes that occur within the school at the level of a bilingualism approach. Moreover, it is planned to build a new line of research thought from the teaching of natural science content within a bilingual perspective that explores the practices, beliefs, customs, identities and training of science teachers.