<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162018000200187</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje, comunicación e innovación en la formación de maestros de lenguas en Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning, Communication and Innovation in the Training of Language Teachers in Colombia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem, comunicação e inovação na formação de professores de línguas na Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ordoñez-Ordoñez]]></surname>
<given-names><![CDATA[Claudia Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Colombia Departamento de Lenguas Extranjeras ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<numero>75</numero>
<fpage>187</fpage>
<lpage>214</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162018000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162018000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162018000200187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo es una reflexión basada en la experiencia reciente de la autora en innovación pedagógica e investigación sobre la educación para el bilingüismo en lengua materna y extranjera y sobre la formación de profesores de lenguas en nuestro país. Está motivada por la convicción de que el mejor profesor de lengua extranjera en nuestros contextos es el bilingüe, hablante nativo de español, que ha vivido las necesidades y problemas del aprendizaje de una lengua extranjera en un ambiente mayormente monolingüe. La autora reflexiona acerca de teoría y práctica en la formación de profesores de lenguas para el bilingüismo que busca el país, argumentando a favor de una educación que incluya y conecte experiencias relacionadas con la verdadera forma como aprende la gente y experiencias innovadoras de desarrollo del español materno y de la lengua extranjera en contextos específicos y para la comunicación efectiva. El objetivo primordial es formar maestros que entienden que no hay maneras fijas, conocidas y probadas de enseñar lenguas, y que exploran y experimentan permanentemente prácticas pedagógicas nuevas en sus aulas, con la intención de adaptarse a muy variados grupos de aprendices y contextos de aprendizaje y siempre mejorar como maestros. El artículo está escrito en español porque la reflexión que contiene aplica en la formación profesional de docentes de cualquier lengua, materna o extranjera.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article is a reflection based on the author's recent experience in pedagogical innovation and research on education for bilingualism in mother and foreign tongue and on the training of language teachers in our country. It is motivated by the conviction that the best foreign language teacher in our contexts is the bilingual, native speaker of Spanish, who has lived the needs and problems of learning a foreign language in a largely monolingual environment. The author reflects on theory and practice in the training of language teachers for the bilingualism sought by the country, arguing in favor of an education that includes and connects experiences related to the true way people learn and innovative experiences in the development of Spanish as mother tongue and of the foreign language in specific contexts and for effective communication. The primary objective is to train teachers who understand that there are no fixed, well-known and proven ways to teach languages, and that explore and permanently experience new pedagogical practices in their classrooms, with the intention of adapting to very varied groups of learners and learning contexts. Always improving as teachers. The article is written in Spanish because the reflection it contains applies to the professional training of teachers of any language, either mother or foreign.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo é uma reflexão baseada na experiência recente da autora em inovação pedagógica e pesquisa sobre educação para o bilinguismo em língua materna e estrangeira e sobre a formação de professores de línguas em nosso país. Esta pesquisa motiva-se na convicção de que o professor de língua estrangeira em nossos contextos é bilíngue, falante nativo de espanhol, que já experienciou as necessidades e problemas da aprendizagem de uma língua estrangeira em um ambiente principalmente monolíngue. A autora reflete acerca da teoria e a prática na formulação de professores de línguas para o bilinguismo que o país procura, com argumentos a favor de uma educação que inclua e vincule experiências relacionadas com a forma real de aprendizagem de uma língua e experiências inovadoras de desenvolvimento do espanhol materno e a língua estrangeira em contextos específicos e para a comunicação efetiva. O objetivo primário é formar professores que possam entender que não existe um único caminho, conhecido e comprovado para o ensino de línguas, assim como explorar e experimentar permanente práticas pedagógicas em suas salas de aula, visando se adaptar a diversos grupos de aprendizes e contextos de aprendizagem para melhorar sempre como professores. O artigo foi escrito em espanhol porque a reflexão apresentada é válida na formação profissional de docentes de qualquer língua, materna ou estrangeira.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de profesores de lengua]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades comunicativas]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje y desarrollo de lengua]]></kwd>
<kwd lng="es"><![CDATA[bilingüismo]]></kwd>
<kwd lng="en"><![CDATA[Training of language teachers]]></kwd>
<kwd lng="en"><![CDATA[development of communication skills]]></kwd>
<kwd lng="en"><![CDATA[development of pedagogical skills]]></kwd>
<kwd lng="en"><![CDATA[learning and language development]]></kwd>
<kwd lng="en"><![CDATA[bilingualism]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores de língua]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento de habilidades comunicativas]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento de habilidades pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem e desenvolvimento da língua]]></kwd>
<kwd lng="pt"><![CDATA[bilingüismo]]></kwd>
</kwd-group>
</article-meta>
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</name>
</person-group>
<source><![CDATA[Teaching language as communication]]></source>
<year>1978</year>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
