<?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>0121-053X</journal-id>
<journal-title><![CDATA[Cuadernos de Lingüística Hispánica]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. linguist. hisp.]]></abbrev-journal-title>
<issn>0121-053X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-053X2023000100003</article-id>
<article-id pub-id-type="doi">10.19053/0121053x.n41.2023.16093</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[English Language Learners Making Sense of Social Issues through A Critical Literacy Cycle]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudiantes de inglés dan sentido a los problemas sociales a través de un ciclo de alfabetización crítica]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les apprenants d'anglais donnent un sens aux problèmes sociaux à travers un cycle d'alphabétisation critique]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estudantes de inglês compreendem os problemas sociais através de um ciclo de alfabetização crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GÓMEZ-CASTILLO]]></surname>
<given-names><![CDATA[YEISON DUBÁN]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CASTAÑEDA-TRUJILLO]]></surname>
<given-names><![CDATA[JAIRO ENRIQUE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<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>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<numero>41</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-053X2023000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-053X2023000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-053X2023000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores how students engage with social problems in their local community through critical literacy in an English as a foreign language class. Using an interpretive, descriptive qualitative action research approach, the researchers examined the social issues in the students' environment through observation sheets, questionnaires, and interviews. The results showed that critical literacy enhances students' reading skills by enabling them to actively connect different texts and determine whether the messages promote or discourage the marginalization of minority groups. The study showed that raising students' awareness of social issues empowered them to identify opportunities for change in their local communities. By overcoming personal and collective barriers and speaking out, students were inspired to seek transformative solutions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora cómo los estudiantes se involucran con los problemas sociales en su comunidad a través de la alfabetización crítica en una clase de inglés como lengua extranjera. Utilizando un enfoque interpretativo, descriptivo y cualitativo de investigación-acción, los investigadores indagaron en los problemas sociales presentes en el entorno de los estudiantes a través de hojas de observación, cuestionarios y entrevistas. Los hallazgos revelaron que la alfabetización crítica mejora las habilidades de lectura de los estudiantes al permitirles conectar activamente diversos textos y determinar si los mensajes promueven o desalientan la marginación de los grupos minoritarios. El estudio demostró que, al aumentar la conciencia de los estudiantes sobre los problemas sociales, ellos se empoderaron para identificar oportunidades de cambio dentro de sus comunidades locales. Al superar obstáculos personales y colectivos y alzar sus voces, los estudiantes se sintieron inspirados a buscar soluciones transformadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article sillonne la manière dont les étudiants s'engagent dans les problèmes sociaux de leur communauté au travers de l'alphabétisation critique dans un cours d'Anglais langue étrangère. Utilisant une approche de recherche-action interprétative, descriptive et qualitative, les chercheurs ont étudié les problèmes sociaux présents dans l'environnement des étudiants à travers des fiches d'observation, des questionnaires et des entretiens. Les résultats ont révélé que l'alphabétisation critique améliore les compétences en lecture des élèves en leur permettant de relier activement divers textes et de déterminer si les messages favorisent ou découragent la marginalisation des groupes minoritaires. L'étude a démontré qu'en sensibilisant davantage la conscience des étudiants aux problèmes sociaux, ils s'autonomisent pour identifier les opportunités de changement au sein de leurs communautés locales. En surmontant les obstacles personnels et collectifs et en élevant la voix, les étudiants ont été incités à rechercher des solutions transformatrices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo explora como os alunos se envolvem com questões sociais em sua comunidade por meio da alfabetização crítica em uma aula de EFL. Utilizando uma abordagem de pesquisa-ação interpretativa, descritiva e qualitativa, os pesquisadores investigaram os problemas sociais presentes no ambiente dos estudantes por meio de fichas de observação, questionários e entrevistas. Os resultados revelaram que a literacia crítica melhora as competências de leitura dos alunos, permitindolhes ligar ativamente diversos textos e determinar se as mensagens promovem ou desencorajam a marginalização de grupos minoritários. O estudo demonstrou que, ao aumentar a sensibilização dos alunos para as questões sociais, eles foram capacitados para identificar oportunidades de mudança nas suas comunidades locais. Ao superar obstáculos pessoais e coletivos e ao levantar a voz, os alunos foram inspirados a buscar soluções transformadoras.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="en"><![CDATA[foreign language]]></kwd>
<kwd lng="en"><![CDATA[local context]]></kwd>
<kwd lng="en"><![CDATA[social problems]]></kwd>
<kwd lng="en"><![CDATA[positioning]]></kwd>
<kwd lng="es"><![CDATA[alfabetización crítica]]></kwd>
<kwd lng="es"><![CDATA[lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[contexto local]]></kwd>
<kwd lng="es"><![CDATA[problemas sociales]]></kwd>
<kwd lng="es"><![CDATA[posicionamiento]]></kwd>
<kwd lng="fr"><![CDATA[alphabétisation critique]]></kwd>
<kwd lng="fr"><![CDATA[langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[contexte local]]></kwd>
<kwd lng="fr"><![CDATA[problèmes sociaux]]></kwd>
<kwd lng="fr"><![CDATA[positionnement]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização crítica]]></kwd>
<kwd lng="pt"><![CDATA[língua estrangeira]]></kwd>
<kwd lng="pt"><![CDATA[contexto local]]></kwd>
<kwd lng="pt"><![CDATA[problemas sociais]]></kwd>
<kwd lng="pt"><![CDATA[posicionamento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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