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Fecha de publicación: 8 de octubre de 2025

La Asociación Colombiana de Profesores de Inglés ASOCOPI realizó su 60ª Conferencia Anual y 6ª Conferencia Internacional. Una reunión mundial dedicada a mostrar las últimas actualizaciones y tendencias en el campo de la enseñanza de lenguas extranjeras en todo el mundo. El encuentro se realizó en la Universidad de Magdalena, en Santa Marta, del 2 al 4 de octubre.

Este año, el tema general de la Conferencia de ASOCOPI fue "Empoderamiento Lingüístico: Celebrando nuestro Legado, Imaginando nuestro Futuro"- "Linguistic Empowerment: Celebrating our Legacy, Envisioning our Future".

Doce docentes y dos estudiantes de nuestra Escuela participaron en diferentes escenarios evaluando propuestas, exponiendo proyectos de investigación, propiciando espacios de reflexión y contando experiencias significativas. Las profesoras Doris Correa y Adriana María González fueron parte del Comité Académico de las conferencias.

Acá te contamos quiénes participaron y cuáles fueron sus propuestas 

Robinson Alejandro Cárdenas Galvis

National Bilingual Program Appropriation in the Context of Education for Work and Human Development: The Voices of Meso and Micro Level Agent

This research report presents the findings of a multiple-case study on how meso and micro levels have appropriated the National Bilingual Program (NBP) in the context of Education for Work and Human Development (ETDH). The study was conducted in a language center located in three different municipalities in the Metropolitan Area of Medellín. The data were collected through document analysis, semi-structured interviews, and a questionnaire. The findings highlight positions of acceptance and rejection towards the election of English and the justifications behind this decision; the adoption of the Common European Framework, and the promotion of standardized tests.

Diana Isabel Quinchía Ortiz- Daniela Salazar Vargas- Catalina Henao López

A Comprehensive Evaluation of the Institutional English Program at Universidad de Antioquia – Voices from across Campuses

This research report presents preliminary findings from the evaluation of the implementation of the Institutional English Program at Universidad de Antioquia. Using Interpretative Policy Analysis (IPA)(Moore & Wiley, 2015; Yanow, 2007) within a qualitative research framework, the study examines how educational agents at the meso and micro levels interpret and appropriate the institutional language policy. Data collection included interviews, surveys, focus groups, and document analysis. Findings reveal shared understandings and tensions between policy expectations (Yanow, 2000) and program implementation. The insights presented are expected to contribute to critical reflection on institutional language policies and inform similar initiatives in other higher education institutions.

Cristian Marcelo Correa Berrío- Sebastián Ramírez Ramírez- Diana Angélica Parra Pérez

Designing an Innovative Virtual Learning Ecosystem for Teachers of Additional Languages

his presentation addresses the design of an innovative virtual self-directed course for teachers of additional languages. The effective professional development course depicts a learning ecosystem to support teachers in the institutional language programs at a public university in Colombia. In particular, our presentation details the systematization of the experience of designing this course, which incorporates perspectives from gamification, collaboration, and micro-learning. Moreover, the course favors the intersectionality of our students throughout the university’s multiple regional campuses. We conclude by sharing the challenges and opportunities of designing this video game-like virtual learning ecosystem.

Cristian David Londoño Arroyave

Making EFL Teaching Practices Visible: A Path Toward Equitable Classrooms

Language teaching practices in EFL are legitimations of power, distribution of knowledge and social structures. Grounded in Legitimation Code Theory, this presentation unveils and analyzes the pedagogic movements implemented by an elementary EFL teacher to promote equitable access to English language. These practices are guided by three decolonial principles—Locus of Enunciation, Non-Patronizing Compassion, and Co-presence—and are strategically aligned with Genre-Based Pedagogical Translanguaging, national and institutional curricular guidelines, and local community needs and knowledges. The session offers both theoretical grounding and practical insights for language educators aiming to create, reflect on, and understand equitable literacy pathways in EFL classrooms

Iván Darío Flórez García

Innovative English Pedagogies - Reality or Fiction in Language Centers in Colombia?

Recently, in Colombia, language centers (LCs) have exponentially increased and so have their websites. These are plagued with promises of innovative pedagogies. However, in the “global south”, English pedagogies have taken a “decolonial turn” and are now more focused on raising awareness about social justice issues such as linguistic prejudice, racism, and so on. The purpose of this presentation is to share the results of a study which analyzed, in light of these new trends, how innovative the ELT pedagogies proposed by four LCs in Medellín really are, and to promote a discussion about how they could fulfill their promise.

Doris Correa Ríos- Lina Ramírez

Brave New World, or Tempest in a Teapot? Exploring EFL Faculty’s Embrace of Critical Multiliteracy Practices Inside and Outside their Classrooms

With the advent of ICT and AI tools like ChatGPT, faculty, have begun to see the need to incorporate new forms of communication with their students, more technologically complex assignments, and more critical pedagogies that can help students develop the critical multiliteracies required in this post-pandemic AI world. The purpose of this presentation is to share the results of a study which explored to what extent EFL faculty from a public university in Medellín are catching up with the new technological developments and incorporating critical multiliteracy practices inside and outside the clasroom, and what the university can do to support them. 

Adriana González Moncada

ELF Awareness in a Phonetics and Phonology Course and an SLA Course: Exploring English Language Ideologies  in Teacher Education

Globalization and advances in science, technology, education, and mobility have transformed the status and use of English worldwide. This study reports on the experience of teaching an undergraduate course in English Phonetics and Phonology and a graduate SLA course that integrated awareness of English as a Lingua Franca (ELF). Findings reveal how, at the discourse level, pre-service and in-service teachers questioned traditional ideologies regarding learning goals, language proficiency, effective teaching methodologies, native-speaker authority, and language ownership. The study underscores the value of incorporating ELF-aware perspectives in teacher education to promote inclusive, critical, and context-sensitive understandings of English in global communication.

Diana Milena Calderón Vargas- Janeth María Ortiz Medina

COLLOQUIUM #4 THEME: Multilingualism, Cultural Plurality, and Social Cohesion. Language Educators’ Journeys towards Interculturality: Diverging and Crossing Paths

This colloquium will take attendees on a journey through the life experiences of a group of language educators who belong to Red PoliDiversa* as they seek to understand and engage with interculturality. After introducing the speakers and the academic network, this space will offer an interactive session that frames interculturality as a path, a personal search, a political endeavor, and a physical and metaphorical journey. Through a mapping activity, the presenters will reflect on their own experiences, both physical travels to different places and metaphorical journeys that have both enriched their understandings of interculturality and transformed their personal and professional selves. 

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