The ELT Practicum:


This paper has a two-fold purpose: On the one hand, it addresses a critical reflection towards the understanding of how the pedagogical colonialism has ingrained the ELT field and therefore, our practices in our educational contexts, that have been extended to the English Language Teaching practicum pre-service teachers develop as part of the formation process in initial language teacher education programs (ILTEP). On the other hand, it discusses this pedagogical colonialism and its relation to the subjects of the English Language Teaching Practicum (ELTP). I intend to assume a decolonial perspective to problematize a colonial presence of being and knowing in ELT enshrined in a coloniality of ideological foundations that is evident on the pillars on which our profession has been built. This may represent a subalternity underlined on the neoliberalism practices that are now ruling educational and therefore, language policies in our context.


Pedagogical Colonialism, Teaching Practicum, Decoloniality


Pedagogy and Curriculum


Paper Presentation in a Themed Session


  • Mrs. Yolanda Samacá Bohórquez
    • English Teacher and Researcher, Initial language Teacher Education Program Majoring in English, Universidad Distrital Francisco José de Caldas, Colombia Colombia
    • I am a full-time professor at the Faculty of Science and Education at the Universidad Distyrital Francisco josé de Caldas. I hold a BEd in Modern Languages from Universidad pedagógica y tecnológica de colombia and a Masters in Applied Linguistics from Universidad Distrital. Currently, I am a PhD student at the Inter-Institutional Doctorate Program in the same University. My research interests focus on initial language teacher education, critical pedagogy, and decoloniality. I belong to the research groups: Critical studies on Educational policies and Aprendizaje y Sociedad de la Información.