<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902019000100091</article-id>
<article-id pub-id-type="doi">10.15446/profile.v21n1.71378</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University]]></article-title>
<article-title xml:lang="es"><![CDATA[Involucrar a estudiantes de inglés como lengua extranjera en el desarrollo de literacidades críticas: el caso de una docente en una universidad privada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Jiménez]]></surname>
<given-names><![CDATA[María Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[Claudia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>91</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902019000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902019000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902019000100091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper describes the process English as a foreign language university students and their teacher underwent when engaging in critical literacy practices. Interviews, focus groups, questionnaires, students&#8217; artifacts, and the teacher&#8217;s journal were used to collect data in this study. Findings suggest that when students engage in critical literacy practices, they are prone to reflect on the power they have as agents of social change, while developing language skills. However, teachers should be ready to encounter some resistance from students and to struggle with the incorporation of critical perspectives in their lessons, which is understandable considering the emphasis grammar mastering has traditionally had on language teaching and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo describe el proceso que atravesaron estudiantes universitarios y su profesora, al involucrarse en prácticas de literacidades críticas en la clase de inglés. Entrevistas, grupos focales, cuestionarios, trabajos de los estudiantes y el diario de campo de la docente fueron usados para recoger datos en este estudio. Los hallazgos sugieren que cuando los estudiantes se involucran en prácticas de literacidades críticas adquieren una mayor disposición para reflexionar sobre el poder que tienen como agentes de cambio social, mientras desarrollan habilidades lingüísticas en inglés. Sin embargo, los docentes deben estar preparados para encontrar resistencia por parte de los estudiantes, así como para enfrentar la incorporación de una perspectiva crítica en sus clases. Dichas dificultades son comprensibles, considerando el énfasis que tradicionalmente se ha dado a la enseñanza y aprendizaje de estructuras gramaticales.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Critical literacies]]></kwd>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="en"><![CDATA[language skills]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de inglés]]></kwd>
<kwd lng="es"><![CDATA[habilidades lingüísticas]]></kwd>
<kwd lng="es"><![CDATA[literacidades críticas]]></kwd>
</kwd-group>
</article-meta>
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