<?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>S0123-46412021000200166</article-id>
<article-id pub-id-type="doi">10.14483/22487085.17087</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives]]></article-title>
<article-title xml:lang="es"><![CDATA[Descolonizando la enseñanza del idioma inglés en Colombia: perspectivas epistemológicas y alternativas discursivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fandiño-Parra]]></surname>
<given-names><![CDATA[Yamith José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>166</fpage>
<lpage>181</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412021000200166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412021000200166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412021000200166&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional lives, and research agendas. However, at the same time, they are expected to engage in practices and processes that allow for personal adaptation and social change. Amid this ambivalence, this reflection paper makes a call to decolonize ELT in Colombia. To this effect, this paper reviews some basic epistemological perspectives such as colonialism and decolonial studies. Then, it proposes the decolonization of ELT, along with a grammar of decoloniality based on discursive alternatives about power, knowledge, and being with the potential of bringing about a transformative teacher subjectivation. The main conclusion is that the Colombian ELT community needs to first deconstruct dominant structures and strategies that enact epistemic and cultural dominance of the global north, and then construct alternative discourses and practices that acknowledge and disseminate the singularities of its knowledge and culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En tiempos de subalternización geocultural del conocimiento y la educación, la enseñanza de la lengua inglesa (ELI) se debate entre políticas subalternizantes y prácticas subjetivantes. En este contexto, los formadores de maestros de lengua inglesa enfrentan políticas y discursos orientados a enmarcar sus prácticas docentes, vidas profesionales y agendas de investigación. Sin embargo, al mismo tiempo, se espera que participen en prácticas y procesos que permitan la adaptación personal y el cambio social. En medio de esta ambivalencia, este artículo de reflexión hace un llamado a descolonizar la ELI en Colombia. Para ello, este artículo revisa perspectivas epistemológicas básicas como el colonialismo y los estudios descoloniales. Luego, propone la descolonización de ELI junto con una gramática de la descolonialidad basada en alternativas discursivas sobre el poder, el conocimiento y el ser con el potencial de inducir una subjetivación docente transformadora. La principal conclusión es que la comunidad colombiana de ELI necesita primero deconstruir las estructuras y estrategias dominantes que promulgan el dominio epistémico y cultural del norte global para luego construir discursos y prácticas alternativas que reconozcan y diseminen las particularidades de su conocimiento y cultura.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[decolonization]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
<kwd lng="en"><![CDATA[English language teaching in Colombia]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="es"><![CDATA[descolonización]]></kwd>
<kwd lng="es"><![CDATA[política educacional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la lengua inglesa en Colombia]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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