The Notion of English as an International Language in a Selection of Teacher Education Programs in Colombia

Authors

Abstract

English as an International Language (EIL) constitutes a paradigm for the teaching of English from a pluri-centric linguistic, cultural, and pedagogical approach. This article reports on the partial findings of a Comparative Case Study (CCS) conducted to assess the manifestation of the notion of EIL in the curriculum policy documents of a selection of initial teacher education programs in Colombia. Qualitative Content Analysis (QCA) was applied to the curriculum policy documents of three English teacher education programs, and a descriptive account of the contents of these documents is given to support the reported assessment. The analysis revealed that the manifestation of EIL, whenever found, was mostly inferable in the documents of two programs in the functional dimension of EIL and in its dimension of Teacher Education, whereas one program’s document generally did not show manifestation of this paradigm.

Keywords

Non-Native Speakers, Language Policy, Comparative Case Study, Qualitative Content Analysis, Initial Teacher Education

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Author Biography

Oscar Gomez-Delgado, Universidad de los Andes

Is a full-time associate teaching professor in the Department of Languages and Culture at Universidad de los Andes, Bogotá-Colombia. His academic/research interests include TESOL, Teacher Education, Information and Communication Technologies, and English as an International Language.

Published

2024-10-02

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