<?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>2422-4200</journal-id>
<journal-title><![CDATA[Revista Logos Ciencia & Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. logos cienc. tecnol.]]></abbrev-journal-title>
<issn>2422-4200</issn>
<publisher>
<publisher-name><![CDATA[Policía Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2422-42002022000200070</article-id>
<article-id pub-id-type="doi">10.22335/rlct.v14i2.1539</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Global and Local Knowledge for English Language Learning: A Study at a National Police School]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento global y local para aprender inglés en un colegio de la Policía Nacional]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento global e local para aprender inglês em uma escola da Polícia Nacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[Rigoberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salcedo]]></surname>
<given-names><![CDATA[Maryuris Vanessa Pérez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Policía Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Cartagena de Indias ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>70</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2422-42002022000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2422-42002022000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2422-42002022000200070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article reports an action research study conducted to solve the problem that twenty-two English language students from a school in Cartagena de Indias considered the current teaching inadequate, and that they needed to develop topics of interest, aural-oral skills, and acquire vocabulary. The authors adjusted their practices, combined global and local themes, and brought multimodal texts to respond to the problem. The action stage of the study required the structuring of the course with themes on the identity of Cartagena de Indias under a Task-Based Learning methodology. The use of information and communication technologies was forced by the challenge of Covid-19, which demanded an abrupt transition from face-to-face to remote teaching and thus the inclusion of computer literacy. The new syllabus included topics close to the identity of the participants such as historical landmarks, economy, and tourism to simulate being a Cartagena tour guide so that learning was contextualized, evocative and expressive. The article presents one of the six workshops followed by an analysis of the data collected. The results of the study show that there were gains in language development attributable to the theme of global-local issues in the workshops that took half a school year for development. The pedagogical innovation also gave positive results in verbal fluency in which technological mediations and Task-Based Learning played an important role.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo reporta una investigación-acción realizada para resolver el problema revelado en el diagnóstico que estableció que una clase de 22 estudiantes de inglés de un colegio de Cartagena de Indias estimaba que la enseñanza actual era inadecuada, y que necesitaban desarrollar temas de interés, vocabulario y habla. Los autores reconfiguraron sus prácticas, combinaron los temas globales y locales y trajeron textos multimodales para dar respuesta a la problemática. La etapa de acción del estudio demandó la estructuración del curso con temas de la identidad de Cartagena de Indias con una metodología del Aprendizaje Basado en Tareas. El uso de tecnologías de la información y comunicación fue forzado por el reto del Covid-19, que obligó a pasar abruptamente de la enseñanza presencial a la remota y se tuvo que adicionar la alfabetización informática. El nuevo syllabus incluyó temas cercanos a la identidad de los participantes como los hitos históricos, la economía y el turismo con la meta de simular ser un guía de turístico de Cartagena de modo que el aprendizaje fuera contextualizado, evocativo y expresivo. El artículo describe uno de los seis talleres y se presenta el análisis de datos recogidos en las etapas de acción y evaluación. Los resultados del estudio muestran que hubo ganancias en el desarrollo del lenguaje atribuibles a la temática de temas globales-locales en los talleres que tomaron medio año lectivo. La innovación pedagógica también dio resultados positivos en la fluidez verbal en los cuales las mediaciones tecnológicas, y el Aprendizaje Basado en Tareas jugaron un papel importante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo relata uma pesquisa-ação realizada para solucionar o problema revelado no diagnóstico que estabeleceu que uma turma de vinte e dois alunos de inglês de uma escola de Cartagena das Índias considerava que o ensino atual era inadequado e que precisava desenvolver temas de interesse, vocabulário e fala. Os autores reconfiguraram suas práticas, combinaram temas globais e locais e trouxeram textos multimodais para responder ao problema. A etapa de ação do estudo exigiu a estruturação do curso com temas da identidade de Cartagena das Índias com uma metodologia de Aprendizagem Baseada em Tarefas. A utilização das tecnologias de informação e comunicação foi forçada pelo desafio da Covid-19, que obrigou a uma transição abrupta do ensino presencial para o ensino remoto e a literacia informática foi incluída. O novo programa incluiu temas próximos à identidade dos participantes, como marcos históricos, economia e turismo, com o objetivo de simular ser um guia turístico de Cartagena para que o aprendizado fosse contextualizado, evocativo e expressivo. Uma das seis lições é descrita e os dados coletados na etapa de ação e avaliação são analisados. Os resultados do estudo mostram que houve ganhos no desenvolvimento da linguagem atribuíveis ao tema das questões globais-locais nas lições que duraram meio ano letivo. A inovação pedagógica também deu resultados positivos na fluência verbal em que as mediações tecnológicas e a Aprendizagem Baseada em Tarefas tiveram um papel importante.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alfabetización informática]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Basado en Tareas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[expresión oral]]></kwd>
<kwd lng="es"><![CDATA[mediación tecnológica]]></kwd>
<kwd lng="en"><![CDATA[Computer literacy]]></kwd>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="en"><![CDATA[ICT mediation]]></kwd>
<kwd lng="en"><![CDATA[Task-Based-Instruction]]></kwd>
<kwd lng="en"><![CDATA[speaking]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização em computador]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem baseada em tarefas]]></kwd>
<kwd lng="pt"><![CDATA[ensino de inglês]]></kwd>
<kwd lng="pt"><![CDATA[expressão oral]]></kwd>
<kwd lng="pt"><![CDATA[mediação tecnológica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Canagarajah]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Resisting Linguistic Imperialism in English Teaching]]></source>
<year>1999</year>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook for Instructors &amp; Keen, Reluctant, or Procrastinator Students. Read, Write, and Research with ICT Support]]></source>
<year>2021</year>
<publisher-name><![CDATA[D.I.E. Universidad Distrital Francisco José de Caldas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Childs]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[How Culture and Heritage Tourism Boosts more than a Visitor Economy]]></source>
<year>2019</year>
<publisher-name><![CDATA[My Travel Research]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Crookes]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critical Pedagogy in Language Teaching]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ortega]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The encyclopedia of applied linguistics]]></source>
<year>2012</year>
<publisher-name><![CDATA[Wiley Blackwell]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chong]]></surname>
<given-names><![CDATA[S.W.]]></given-names>
</name>
<name>
<surname><![CDATA[Reinders]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technology-mediated Task-Based Language teaching: A Qualitative Research Synthesis]]></article-title>
<source><![CDATA[Language Learning &amp; Technology]]></source>
<year>2020</year>
<volume>24</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>70-86</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Escarbajal-Frutos]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pluriculturalidad, instituciones educativas y formación del profesorado]]></article-title>
<source><![CDATA[REIFOP]]></source>
<year>2010</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>95-103</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ellis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Using tasks in language teaching. Cambridge University Press]]></source>
<year>2020</year>
<publisher-name><![CDATA[Video at]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ellis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Skehan]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Li.]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Natsuko]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lambert]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Task-Based Language Teaching: Theory and Practice]]></source>
<year>2020</year>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harvin]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Top Current Trends in Teaching ESL in 2022]]></source>
<year>2022</year>
<publisher-name><![CDATA[Blog. Ask Henry]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kemmis]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[McTaggart]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[The action research planner]]></source>
<year>1988</year>
<edition>3</edition>
<publisher-name><![CDATA[Deakin University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementing Task-Based Language Teaching]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Renandya]]></surname>
<given-names><![CDATA[Richards J]]></given-names>
</name>
</person-group>
<source><![CDATA[Methodology in Language Teaching: An Anthology of Current Practice]]></source>
<year>2002</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McDougald]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use of new technologies among in-service Colombian ELT Teachers]]></article-title>
<source><![CDATA[Colombian Applied Linguistics Journal]]></source>
<year>2013</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>247-64</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<collab>Ministerio de Educación Nacional</collab>
<source><![CDATA[Bases Para Una Nación Bilingüe y Competitiva]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robertson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Glocalization: Time-space and homogeneity- heterogeneity]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Featherstone]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lash]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Robertson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Global Modernities]]></source>
<year>1995</year>
<page-range>25-44</page-range><publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spearce]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[VR, TPRS, and Beyond: Six English Language Teaching Trends for 2021 You Don't Want to Miss]]></source>
<year>2021</year>
<publisher-name><![CDATA[Enux Education Limited]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torky]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking of Secondary Stage Students]]></source>
<year>2006</year>
<publisher-name><![CDATA[Shams University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torusda]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Tunç]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[English Teachers' Perceptions of Task-Based Language Teaching]]></article-title>
<source><![CDATA[Social and Humanities Sciences]]></source>
<year>2020</year>
<numero>1</numero>
<issue>1</issue>
<page-range>102-14</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
