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 the scholar communities and the real necessities of the country. There is a disagreement and demotivation between many teachers who have to come up against policies and requirements which are not related to what they are living day by day on their surroundings.

All of the above has taken some teachers to challenged their context (Administratives and policies) and to generate different proposals, this study aims to rethink the English teaching Language from making visible the knowledge of the teacher and the interpretation on how and why they are introducing changes to their practices and challenging the usual practices based on methods coming from foreign context.