<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792022000100037</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v50i1.11085</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Enhancing Language Learning Engagement through Critical Literacy Practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Fomentando el involucramiento en el aprendizaje de lenguas a través de prácticas de alfabetización critica]]></article-title>
<article-title xml:lang="fr"><![CDATA[Améliorer l'engagement dans l'apprentissage des langues grâce à des pratiques d'alphabétisation critique]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prada Arias]]></surname>
<given-names><![CDATA[Arlin Yisela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trujillo Rodríguez]]></surname>
<given-names><![CDATA[Marly Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Mosquera]]></surname>
<given-names><![CDATA[Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Educativa Juan Bautista la Salle  ]]></institution>
<addr-line><![CDATA[Florencia ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institución Educativa Ricabrisa  ]]></institution>
<addr-line><![CDATA[Tarqui ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>50</volume>
<numero>1</numero>
<fpage>37</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792022000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792022000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792022000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research paper seeks to determine the connection between language learning engagement (LLE) and critical literacy in 34 ninth-grade students from a public high school in Caquetá, Colombia. A Participatory Action Research study was conducted, consisting of group interviews, questionnaires, and student artifacts. Students&#8217; experiences of local social and environmental issues informed the critical literacy practice to provide learners with tools to examine problems occurring in their community. The findings emerging from this research suggest that the practice of critical literacy engages students in learning from the cognitive, social, and emotional dimensions. This critical approach plays a pivotal role in activating students&#8217; motivation to persevere with language learning and tackle learning-related difficulties.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio descrito en este artículo intenta determinar la relación existente entre el involucramiento en el aprendizaje de idiomas y la alfabetización crítica de 34 estudiantes de noveno grado de una escuela pública de Caquetá, Colombia. Se realizó una investigación acción participativa y se usaron los siguientes instrumentos de recolección de información: entrevistas grupales, cuestionarios y artefactos escolares. Las experiencias de los estudiantes en relación con temas sociales informaron la práctica de alfabetización crítica para proporcionar a los aprendices las herramientas necesarias para enfrentar los problemas que ocurren en su comunidad. Los resultados de esta investigación sugieren que la práctica de una alfabetización crítica compromete a los estudiantes en el proceso de aprendizaje desde unas dimensiones cognitivas, sociales y emocionales. Este enfoque crítico juega un papel crucial en activar la disposición de los estudiantes para enfrentar el aprendizaje de un idioma y contrarrestar las emergentes dificultades para aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L'étude décrite dans cet article tente de déterminer la relation entre l'engagement envers l'apprentissage des langues et l'alphabétisation critique chez 34 élèves de neuvième année d'une école publique du Caquetá, Colombia. Une recherche-action participative a été menée et les instruments de collecte d'informations suivants ont été utilisés : entretiens de groupe, questionnaires et artefacts scolaires. Les expériences des élèves en relation avec les problèmes sociaux ont éclairé la pratique critique d'alphabétisation pour fournir aux apprenants les outils nécessaires pour faire face aux problèmes survenant dans leur communauté. Les résultats de cette recherche suggèrent que la pratique de la littératie critique engage les élèves dans le processus d'apprentissage à partir des dimensions cognitives, sociales et émotionnelles. Cette approche critique joue un rôle crucial en activant la préparation des élèves à faire face à l'apprentissage des langues et en neutralisant les difficultés d'apprentissage émergentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="en"><![CDATA[language learning]]></kwd>
<kwd lng="en"><![CDATA[language learning engagement]]></kwd>
<kwd lng="en"><![CDATA[social issues]]></kwd>
<kwd lng="es"><![CDATA[alfabetización crítica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas]]></kwd>
<kwd lng="es"><![CDATA[involucramiento en el aprendizaje de lenguas]]></kwd>
<kwd lng="es"><![CDATA[problemáticas sociales]]></kwd>
<kwd lng="fr"><![CDATA[littératie critique]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage des langues]]></kwd>
<kwd lng="fr"><![CDATA[engagement à apprendre]]></kwd>
<kwd lng="fr"><![CDATA[problèmes sociaux]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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