<?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>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412018000200209</article-id>
<article-id pub-id-type="doi">10.14483/22487085.13047</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Community based pedagogy as an eye-opening for pre-service teachers&#8217; initial connections with the school curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía basada en la comunidad como una revelación para las conexiones iniciales de los profesores con el currículo escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lastra]]></surname>
<given-names><![CDATA[Sandra Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durán]]></surname>
<given-names><![CDATA[Norma Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta]]></surname>
<given-names><![CDATA[Deyssi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Tolima  ]]></institution>
<addr-line><![CDATA[Ibagué ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Tolima  ]]></institution>
<addr-line><![CDATA[Ibagué ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Tolima  ]]></institution>
<addr-line><![CDATA[Ibagué ]]></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>
<volume>20</volume>
<numero>2</numero>
<fpage>209</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412018000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412018000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412018000200209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Today more than ever it is critical to guide future teachers in the direction of understanding how people participate and constitute social reality as a seedbed to create more significant language currículums that respond to school students&#8217; needs and empower them to act more critically in their worlds. This article discusses the way pre-service teachers started to become aware of the need to establish relationships between community resources (linguistic, social, and cultural) and their role as individuals and teachers to enact critical pedagogy. This qualitative exploration was developed with three different groups of students in an English undergraduate program in a public university. Data were gathered by means of community mapping reports (Kreztmann &amp; Mckinght, 1993) and presentations, students&#8217; insights into community based pedagogy in teacher education (Schecter, Solomon, &amp; Kittmer, 2003), and pedagogical projects designed and carried out in the schools where they did the teaching practicum. The outcomes of this study brought to light how pre-service began making connections between the principles of community based pedagogy and the language curriculum in the schools. Findings demonstrate the way they encouraged their students to explore their communities from different perspectives and promoted students&#8217; role of inquirers of themselves and their contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Hoy más que nunca es fundamental guiar a los futuros docentes en la comprensión de cómo las personas participan y constituyen la realidad social como semillero para crear currículos de lenguaje más significativos que respondan a las necesidades de los estudiantes y los empoderen para actuar de manera más crítica en los mundos que están inmersos. Este artículo muestra la forma en la que los docentes en formación comenzaron a tomar conciencia de la necesidad de establecer relaciones entre los recursos de la comunidad (lingüísticos, sociales y culturales) y su papel como individuos y docentes para implementar una pedagogía crítica. Esta exploración cualitativa se desarrolló con tres diferentes grupos de estudiantes de un programa de pregrado en inglés de una universidad pública. Los datos fueron recopilados por medio de informes de mapeo comunitario (Kreztmann y Mckinght, 1993) y presentaciones, perspectivas de los estudiantes sobre la pedagogía basada en la comunidad en la formación docente (Schecter, Solomon y Kittmer, 2003) y proyectos pedagógicos diseñados y llevados a cabo en las escuelas donde hicieron la práctica de enseñanza. Los resultados de este estudio revelaron cómo los estudiantes-docentes comienzan a establecer conexiones entre los principios de la comunidad y el plan de estudios de idiomas en los colegios. Los vínculos iniciales muestran la forma en que motivaron a sus estudiantes a explorar sus comunidades desde diferentes perspectivas y promovieron el papel de exploradores de sus propios contextos.en los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[community based pedagogy]]></kwd>
<kwd lng="en"><![CDATA[curricular connections]]></kwd>
<kwd lng="en"><![CDATA[inquiry]]></kwd>
<kwd lng="en"><![CDATA[local knowledge]]></kwd>
<kwd lng="es"><![CDATA[conocimiento local]]></kwd>
<kwd lng="es"><![CDATA[conexiones curriculares]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="es"><![CDATA[pedagogía basada en la comunidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reiter]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Theory and methodology of exploratory social science research.]]></article-title>
<source><![CDATA[International Journal of Science and Research Methodology]]></source>
<year>2017</year>
<volume>5</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>129-50</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Teachers as cultural workers: Letters to someone who dare teach]]></source>
<year>2005</year>
<publisher-loc><![CDATA[United States of America ]]></publisher-loc>
<publisher-name><![CDATA[Westview Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Genzuk]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tapping into community funds of knowledge]]></article-title>
<source><![CDATA[Effective strategies for English language acquisition: Curriculum guide for the professional development of teachers grades kindergarten through eight]]></source>
<year>1999</year>
<page-range>9-21</page-range><publisher-loc><![CDATA[Los Angeles, CA ]]></publisher-loc>
<publisher-name><![CDATA[Annenberg Metopolitan Project/ARCO Foundation]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Graves]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The language curriculum: A social contextual perspective.]]></article-title>
<source><![CDATA[Language Teaching]]></source>
<year>2008</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>147-81</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gupta]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Early experiences and personal funds of knowledge and beliefs of immigrant and minority teacher candidates dialog with theories of child development in a teacher education classroom]]></article-title>
<source><![CDATA[Journal of Early Childhood Teacher Education]]></source>
<year>2006</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-18</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kretzmann]]></surname>
<given-names><![CDATA[J. P]]></given-names>
</name>
<name>
<surname><![CDATA[McKnight]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Building communities from the inside out: A path toward finding and mobilizing a community&#8217;s assets]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Evanston, IL ]]></publisher-loc>
<publisher-name><![CDATA[Chicago, IL: Asset-Based Community Development Institute, Institute for Policy Research, Northwestern University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lave]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wenger]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Situated learning: Legitimate peripheral participation]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[J. K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Funds of knowlege.]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Matus]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[McCarthy]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The triumph of multiplicity and the carnival of difference: Curriculum dilemmas in the age of postcolonialism and globalization]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Pinar]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<source><![CDATA[International handbook of curriculum research]]></source>
<year>2003</year>
<page-range>73-82</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Medina]]></surname>
<given-names><![CDATA[R. A]]></given-names>
</name>
<name>
<surname><![CDATA[Ramirez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Clavijo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading the community critically in the digital age: A multiliteracies approach]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Chamness Miller]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Mantero]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hendo]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[ISLS readings in language studies]]></source>
<year>2015</year>
<page-range>45-66</page-range><publisher-loc><![CDATA[Grandville, MI ]]></publisher-loc>
<publisher-name><![CDATA[International Society for Language Studies]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moll]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Amanti]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Neff]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Gonzalez]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms.]]></article-title>
<source><![CDATA[Qualitative Issues in Educational Research Theory into Practice]]></source>
<year>1992</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>132-41</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murrell]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[The community teacher: A new framework for effective urban teaching]]></source>
<year>2001</year>
<publisher-loc><![CDATA[NewYork, NY ]]></publisher-loc>
<publisher-name><![CDATA[Teachers College Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oughton]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Funds of knowledge-a conceptual critique.]]></article-title>
<source><![CDATA[Studies in the Education of Adults]]></source>
<year>2010</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>63-78</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rincón]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clavijo-Olarte]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fostering EFL learners&#8217; literacies through local inquiry in a multimodal experience.]]></article-title>
<source><![CDATA[Colombian Applied Linguistics Journal]]></source>
<year>2016</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>67-82</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schecter]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Solomon]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Kittmer]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integrating teacher education in a community situated school agenda.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Schecter]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Multilingual education in practice: Using diversity as a resource]]></source>
<year>2003</year>
<page-range>81-9</page-range><publisher-loc><![CDATA[Portsmouth, NH ]]></publisher-loc>
<publisher-name><![CDATA[Heinemann]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sharkey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Community-based pedagogies and literacies in language teacher education: Promising beginnings, intriguing challenges.]]></article-title>
<source><![CDATA[Ikala: Revista de Lenguaje y Cultura]]></source>
<year>2012</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-13</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sharkey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clavijo-Olarte]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting the value of local knowledge in ESL EFL teacher education through community-based field assignments]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Medrado]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[Projetos e praticas na formacao de professors de lingua inglesa]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Paraiba ]]></publisher-loc>
<publisher-name><![CDATA[Brasil. Editora Universitaria UFPB]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sinclair]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[McGrath]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Lamb]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Learner autonomy, teacher autonomy: Future Directions]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Edinburgh ]]></publisher-loc>
<publisher-name><![CDATA[Longman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suleman]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Hussan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Shakir]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Akhtar]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hussain]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Akhtar]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Khan]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of family structure on the academic achievement of students at elementary level in Karak District, Pakistan.]]></article-title>
<source><![CDATA[Journal of Sociological Research]]></source>
<year>2012</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>234-47</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Warburton]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Martin]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Local people&#8217;s knowledge: Best practice guideline. Socio-Economic Methodologies Programme]]></source>
<year>1999</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[DFID]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wenger]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Communities of practice: Learning, meaning, and identity]]></source>
<year>1998</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
