Accounting for difference in language teaching and learning in Colombia

Abstract

DOI: 10.5294/edu.2013.16.1.5

This article calls for locally grounded approaches to the teaching of foreign languages in Colombia in an attempt to recognize difference, diversity and heterogeneity. For that, I first present a critical review of the use of traditional language teaching methods to conclude that they do not offer a comprehensive accountability for the sort of multifarious cultural, ethnic, economic, and ideological factors that come into play in language learning and teaching. This review considers this historical moment in which there is a nation-wide linguistic policy being implemented in Colombia. Second, there is a clear reference to the Postmethod Pedagogy in which principles such as particularity, practicality and possibility offer an alternative view to the language teaching enterprise. Third, in connection with the postulates of postmethod pedagogies, I highlight the value of parting with glocal educational perspectives for foreign language teaching (FLT). Finally, this reflection emphasizes the importance of doing research in general and action research in particular for proposing locally sensitive teaching actions as discussed throughout the paper. DOI: 10.5294/edu.2013.16.1.5