<?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>S0123-46412021000100038</article-id>
<article-id pub-id-type="doi">10.14483/22487085.16469</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Acervo construido por futuros maestros de inglés y francés en su práctica en escuelas rurales]]></article-title>
<article-title xml:lang="en"><![CDATA[Foreign Languages Pre-service Teachers&#8217; knowledge Rooted in their Rural School Practicum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viáfara González]]></surname>
<given-names><![CDATA[John Jairo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pachón Achury]]></surname>
<given-names><![CDATA[Vitalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>38</fpage>
<lpage>48</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412021000100038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412021000100038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412021000100038&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio de caso cualitativo contó con la participación de futuros maestros de inglés y francés, hoy practicantes, pertenecientes a una escuela colombiana de idiomas que mantiene alianzas con instituciones educativas rurales de educación primaria en varias municipalidades vecinas. Mediante entrevistas y encuestas aplicadas a los participantes, los investigadores &#8211;también asesores&#8211; exploraron cómo las experiencias pedagógicas de estos practicantes en escuelas rurales influenciaron su construcción de conocimientos pedagógicos. Se determinó que la práctica en contextos rurales llevó a los futuros maestros a desmitificar principios pedagógicos para la enseñanza de lenguas previamente adquiridos, al considerar el propósito de los idiomas, la utilización de la lengua materna en las clases y la integración de temáticas tradicionalmente ajenas a la educación en esta área. Igualmente, se estableció que los participantes integraron teorías de pedagogía general en su labor, motivaron el desarrollo de habilidades interculturales en los niños y buscaron adaptarse a la metodología de la Escuela Nueva. Las implicaciones pedagógicas resaltaron la necesidad de incluir perspectivas socioculturales y críticas en el currículo de programas para la formación de futuros profesores de lenguas extranjeras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative case study included prospective English and French teachers. They were part of a Colombian School of languages which associated with primary rural schools at neighboring municipalities. Employing surveys and semi structured interviews, researchers explored how participants&#8217; pedagogical experiences at rural schools shaped their knowledge construction. The study found that pre-service teachers&#8217; practicums in these rural contexts allowed them to reexamine previously learnt foreign language teaching principles as they considered language use purpose, mother tongue use in classrooms and the integration of nontraditional topics in their teaching. Likewise, participants incorporated general pedagogy principles into their jobs, sought to encourage their students to develop intercultural abilities and to adapt their instructional practices to the Escuela Nueva approach. Pedagogical implications highlight the need to include socio-cultural and critical perspectives in foreign language pre-service teacher education curriculum development.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[Escuela Nueva]]></kwd>
<kwd lng="es"><![CDATA[futuros profesores de lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[lenguas extranjeras en educación rural]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[foreign language teaching]]></kwd>
<kwd lng="en"><![CDATA[Escuela Nueva]]></kwd>
<kwd lng="en"><![CDATA[preservice foreign language teachers]]></kwd>
<kwd lng="en"><![CDATA[foreign languages in rural education]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
</kwd-group>
</article-meta>
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