Representaciones sobre las Lenguas de un Grupo de Estudiantes Indígenas en un Programa de Formación de Docentes de Idiomas

Indigenous Students Learning English in Higher Education: What Are the Challenges?

“…(Indigenous students, survey, 2017) This unique connection between students' indigenous languages and their spirituality, culture, and identity has been corroborated in other studies (Arismendi, 2016;Arismendi et al, 2016;Martínez, 2015;Sierra, 2004). Interestingly, the link between students' indigenous languages and their identities and cultures was not emphasized as much by students whose first language was Spanish.…”

“…In this case, students tended to define their mother tongue as a means to communicate with others and as a language inherited from their parents and spoken from the moment you are born. However, as stated by Arismendi et al (2016) Findings related to students' identities gave us some ideas about the discontinuities and instability of their affiliation to an indigenous identity. Students seem to assume different positions in relation to their identities and their belonging or not to an indigenous group based on the conditions of particular circumstances surrounding an interaction (for instance, when applying for the university, when answering the survey, in specific school environments, and in other daily life situations).…”

“…In this vein, Cuasialpud (2010) and Velandia (2007) have reported on the difficulties experienced by indigenous students as they learn English during their professional education and how their higher education programs and institutions may help to counteract these difficulties. More recently, Arismendi, Ramírez, and Arias (2016) and Arismendi (2016) presented indigenous students' representations of their mother tongues and the foreign languages they are learning, as well as the experiences and difficulties they experience in their learning processes at a public university. These studies certainly contribute to a body of knowledge on indigenous students' struggles to learn English and other foreign languages, and the conditions they face in different universities; moreover, they call attention to the need to deepen these analyses, especially in the context of current language policies and reforms associated with the internationalization of higher education in Colombia.…”

Interpretación y apropiación de una política lingüística: voces de estudiantes del área de la salud en una universidad pública

“…Igualmente, Usma et al (2018) presentaron una investigación desde las voces de los/las estudiantes indígenas en la Universidad de Antioquia, en la cual se manifiesta la necesidad de pensar en principios pedagógicos más equitativos, a la par con una implementación y apropiación más sensible y efectiva de este tipo de reformas educativas en la educación superior. En la misma línea, Arismendi et al (2016) Este estudio se basó en los principios de la investigación cualitativa (Denzin & Lincoln, 2008;Denzin & Lincoln, 2018) para llevar a cabo una etnografía de política lingüística en diversos escenarios (Canagarajah, 2006;Hornberger & Johnson, 2007;Hornberger & Johnson, 2011;Johnson, 2013a;McCarty, 2011;McCarty, 2015). La etnografía de la política lingüística da cuenta de la manera como los agentes se relacionan o se involucran en los procesos de las políticas lingüísticas en las diferentes etapas que las conforman, esto es, en los procesos de creación, interpretación y apropiación.…”

Teaching English through Task and Project-Based Learning to Embera Chamí Students

“…According to Arismendi, Ramirez, and Arias (2016), in Colombia there are approximately 65 indigenous languages within the country. Some of the members of these communities live on indigenous reservations while others are currently living in cities due to poverty or forced displacement, as is the case of the Embera Chamí community who are settled in Florencia, Caquetá.…”