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Contra-Hegemonic Language Teaching in Colombia: Embracing Translanguaging and the Ecology of Languages Reflections

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Title: Contra-Hegemonic Language Teaching in Colombia: Embracing Translanguaging and the Ecology of Languages Reflections
Language: English
Authors: Johanna Patricia Lopez Úrbina (ORCID 0000-0002-1293-8042), Martha Isabel Bonilla Mora (ORCID 0000-0002-8823-2505)
Source: HOW. 2026 33(1):23-42.
Availability: ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Second Language Instruction, Code Switching (Language), Educational Strategies, Ecological Factors, Language Minorities, Ethnic Diversity, Indigenous Populations, Multilingualism, Language Role
Geographic Terms: Colombia
ISSN: 0120-5927
Abstract: This reflective article explores the implications of contra-hegemonic practices in language education in Colombia, highlighting some misalignment with the country's multicultural and multilingual realities. Throughout the text, authors advocate for a shift from monolingual and standardized methodologies to alternative and inclusive approaches grounded in the translanguaging and the ecology of languages frameworks. The reflection emphasizes the importance of bottom-up educational strategies that empower teachers and students to confront dominant linguistic forms and advocate for preserving minority and marginalized languages. This is essential in classrooms and multilingual contexts where both foreign and native languages coexist. By embracing the ecology of languages, the authors underscore the interconnectedness of languages, considering social, psychological, political, and environmental factors that translanguaging considers essential for a dynamic pedagogical process. Ultimately, this perspective envisions a more inclusive, equitable, and sustainable educational paradigm that connects local and global knowledge.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1515620
Database: ERIC
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  Data: Contra-Hegemonic Language Teaching in Colombia: Embracing Translanguaging and the Ecology of Languages Reflections
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  Data: <searchLink fieldCode="AR" term="%22Johanna+Patricia+Lopez+Úrbina%22">Johanna Patricia Lopez Úrbina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1293-8042">0000-0002-1293-8042</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martha+Isabel+Bonilla+Mora%22">Martha Isabel Bonilla Mora</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8823-2505">0000-0002-8823-2505</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22HOW%22"><i>HOW</i></searchLink>. 2026 33(1):23-42.
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  Data: ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
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  Data: This reflective article explores the implications of contra-hegemonic practices in language education in Colombia, highlighting some misalignment with the country's multicultural and multilingual realities. Throughout the text, authors advocate for a shift from monolingual and standardized methodologies to alternative and inclusive approaches grounded in the translanguaging and the ecology of languages frameworks. The reflection emphasizes the importance of bottom-up educational strategies that empower teachers and students to confront dominant linguistic forms and advocate for preserving minority and marginalized languages. This is essential in classrooms and multilingual contexts where both foreign and native languages coexist. By embracing the ecology of languages, the authors underscore the interconnectedness of languages, considering social, psychological, political, and environmental factors that translanguaging considers essential for a dynamic pedagogical process. Ultimately, this perspective envisions a more inclusive, equitable, and sustainable educational paradigm that connects local and global knowledge.
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