José Aldemar Álvarez Valencia
Biographic Data
| ID | 1425191 |
|---|---|
| NAME | José Aldemar Álvarez Valencia |
| GIVEN NAMES | José Aldemar Álvarez |
| FAMILY NAME | Valencia |
| SIGNATURE | VALENCIA J A Á |
| AFFILIATIONS | Universidad del Valle |
| ORCID | 0000-0003-2736-8457 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
English and global citizenship education: A critical examination of multilingual classrooms in the global south
This study critically examines the intersection of English language teaching (ELT) and global citizenship education (GCE) in higher education (HE) through data from state-funded universities in the Global South (Colombia, Iraq, Thailand, and Vietnam). It examines how students, educators, and administrators perceive and engage with global and intercultural citizenship through the medium of English. Data were collected through 126 semi-structured i…
Interculturalidad y comunicación no verbal: Cuál Es Su Relación en La Formación De Profesores De Lengua Extranjera
A pesar de la centralidad de la dimensión no verbal en los conflictos y malentendidos en interacciones interculturales, esta dimensión ha estado ausente en la formación de profesores de L2. Este estudio buscó identificar de qué manera la dimensión no verbal ha hecho parte de la formación profesional de los participantes (profesores y estudiantes), los componentes de la comunicación priorizados por ellos y sus experiencias de malentendidos o confl…
What does decolonizing research look like? Lessons from an intercultural participatory study with Indigenous university students in Colombia
Decolonizing ELT practices and policies in higher education: The cases of Mexico and Colombia
Decolonizing English in Higher Education: Global Englishes and Tesol as Opportunities or Barriers
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in fiv…
Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university
This study addresses the role of Indigenous students in higher education regarding the practices of recognition and invisibilization of linguistic, ontological, and epistemic identities. We focus on a Colombian university and examine how Indigenous students contest and reshape the legacies of coloniality that permeate cultural, academic, and organizational practices. We draw on principles of a critical intercultural view in combination with eleme…
A design perspective on intercultural communication in second/foreign language education
In this conceptual article, we problematize current models of intercultural competence, by tracing the development of models of communicative competence and their historical rootedness in notions of communication as a linguistic phenomenon that occurs primarily in face-to-face encounters. We argue for a view of interculturality that sees intercultural encounters as meaning design processes that can also occur in encounters with texts expressed th…
Roadblocks to intercultural mobility: Indigenous students' journeys in Colombian universities
Every year, students from different indigenous communities in Colombia set out on a journey to higher education. Although previous research has looked into students’ challenges at university, there is still the need to understand indigenous students’ mobility trajectories in terms of how they come to grips with the new material, semiotic, and symbolic realities they face upon leaving their reservations. In this conceptual paper, we provide a disc…
Pre-service teachers’ perceptions on integrating a social networking site for language learning into English classes
This paper aims to report on partial findings of a research study that intends to explore how Social Networking Sites for Language Learning (SNSLL) can be integrated into English classes of a BA program in the Teaching of Modern Languages. More specifically, this paper reports on the students' perceptions before and during the implementation of a SNSLL (Busuu). The data was gathered through two collection techniques: surveys and learning logs. Co…
An exploration of Colombian EFL teachers’ knowledge base through teachers’ reflection
This article reports on a qualitative, descriptive-interpretative study carried out in the M.A. in Applied Linguistics to TEFL at Universidad Distrital in Bogotá. It describes both the way the knowledge base of five in-service teachers has been constructed and the elements that articulate it. Data were collected during a period of seven months through journals and interviews. The findings show that teachers’ knowledge base is the result of life e…
Colombians’ Sociocultural Representations of French and U.S. Citizens Delving into Intercultural Perceptions
This study analyzes sociocultural representations about French and U.S. citizens. Drawing on a word association methodology, a thematic and semantic analysis was conducted on a corpus of 4000 words, obtained from surveys completed by 200 Colombians. Findings indicate that representations of U.S. citizens relate to white-Americans’ physical traits, consumerism, economic, and political power whereas the French -save for their personal hygiene- draw…
Using social networking sites for language learning to develop intercultural competence in language education programs
This article examines the ways a social networking site for language learning (SNSLL) enhances or hinders intercultural communicative competence (ICC). The study identifies the components of intercultural competence that emerge from students’ interactions and reflections about the SNSLL Livemocha. The research was conducted with second-year students of an English class in a Colombian university. Data were collected through screen recordings, stud…
Developing the intercultural perspective in foreign language teaching in Colombia: A review of six journals
The steadfast spread of English as the dominant world language has heightened the need to integrate culture in the foreign language teaching (FLT) curriculum, but how does this process crystallize in countries such as Colombia? The results of this review provide insight on the status of the intercultural perspective in FLT in Colombia by looking at the epistemological, theoretical, practical, and ideological issues that have sprung out of the thr…
Decolonizing English in Higher Education: Global Englishes and Tesol as Opportunities or Barriers
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in fiv…
A design perspective on intercultural communication in second/foreign language education
In this conceptual article, we problematize current models of intercultural competence, by tracing the development of models of communicative competence and their historical rootedness in notions of communication as a linguistic phenomenon that occurs primarily in face-to-face encounters. We argue for a view of interculturality that sees intercultural encounters as meaning design processes that can also occur in encounters with texts expressed th…
Developing the intercultural perspective in foreign language teaching in Colombia: A review of six journals
The steadfast spread of English as the dominant world language has heightened the need to integrate culture in the foreign language teaching (FLT) curriculum, but how does this process crystallize in countries such as Colombia? The results of this review provide insight on the status of the intercultural perspective in FLT in Colombia by looking at the epistemological, theoretical, practical, and ideological issues that have sprung out of the thr…
Using social networking sites for language learning to develop intercultural competence in language education programs
This article examines the ways a social networking site for language learning (SNSLL) enhances or hinders intercultural communicative competence (ICC). The study identifies the components of intercultural competence that emerge from students’ interactions and reflections about the SNSLL Livemocha. The research was conducted with second-year students of an English class in a Colombian university. Data were collected through screen recordings, stud…
An exploration of Colombian EFL teachers’ knowledge base through teachers’ reflection
This article reports on a qualitative, descriptive-interpretative study carried out in the M.A. in Applied Linguistics to TEFL at Universidad Distrital in Bogotá. It describes both the way the knowledge base of five in-service teachers has been constructed and the elements that articulate it. Data were collected during a period of seven months through journals and interviews. The findings show that teachers’ knowledge base is the result of life e…
Colombians’ Sociocultural Representations of French and U.S. Citizens Delving into Intercultural Perceptions
This study analyzes sociocultural representations about French and U.S. citizens. Drawing on a word association methodology, a thematic and semantic analysis was conducted on a corpus of 4000 words, obtained from surveys completed by 200 Colombians. Findings indicate that representations of U.S. citizens relate to white-Americans’ physical traits, consumerism, economic, and political power whereas the French -save for their personal hygiene- draw…
Roadblocks to intercultural mobility: Indigenous students' journeys in Colombian universities
Every year, students from different indigenous communities in Colombia set out on a journey to higher education. Although previous research has looked into students’ challenges at university, there is still the need to understand indigenous students’ mobility trajectories in terms of how they come to grips with the new material, semiotic, and symbolic realities they face upon leaving their reservations. In this conceptual paper, we provide a disc…
Pre-service teachers’ perceptions on integrating a social networking site for language learning into English classes
This paper aims to report on partial findings of a research study that intends to explore how Social Networking Sites for Language Learning (SNSLL) can be integrated into English classes of a BA program in the Teaching of Modern Languages. More specifically, this paper reports on the students' perceptions before and during the implementation of a SNSLL (Busuu). The data was gathered through two collection techniques: surveys and learning logs. Co…
Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university
This study addresses the role of Indigenous students in higher education regarding the practices of recognition and invisibilization of linguistic, ontological, and epistemic identities. We focus on a Colombian university and examine how Indigenous students contest and reshape the legacies of coloniality that permeate cultural, academic, and organizational practices. We draw on principles of a critical intercultural view in combination with eleme…
A design perspective on intercultural communication in second/foreign language education
In this conceptual article, we problematize current models of intercultural competence, by tracing the development of models of communicative competence and their historical rootedness in notions of communication as a linguistic phenomenon that occurs primarily in face-to-face encounters. We argue for a view of interculturality that sees intercultural encounters as meaning design processes that can also occur in encounters with texts expressed th…
What does decolonizing research look like? Lessons from an intercultural participatory study with Indigenous university students in Colombia
Decolonizing ELT practices and policies in higher education: The cases of Mexico and Colombia
Decolonizing English in Higher Education: Global Englishes and Tesol as Opportunities or Barriers
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in fiv…
English and global citizenship education: A critical examination of multilingual classrooms in the global south
This study critically examines the intersection of English language teaching (ELT) and global citizenship education (GCE) in higher education (HE) through data from state-funded universities in the Global South (Colombia, Iraq, Thailand, and Vietnam). It examines how students, educators, and administrators perceive and engage with global and intercultural citizenship through the medium of English. Data were collected through 126 semi-structured i…
Interculturalidad y comunicación no verbal: Cuál Es Su Relación en La Formación De Profesores De Lengua Extranjera
A pesar de la centralidad de la dimensión no verbal en los conflictos y malentendidos en interacciones interculturales, esta dimensión ha estado ausente en la formación de profesores de L2. Este estudio buscó identificar de qué manera la dimensión no verbal ha hecho parte de la formación profesional de los participantes (profesores y estudiantes), los componentes de la comunicación priorizados por ellos y sus experiencias de malentendidos o confl…
Pedagogy (9 works) · Sociology (8 works) · Second Language Learning and Teaching (7 works) · Political science (6 works) · Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Intercultural communication (5 works) · Multilingual Education and Policy (5 works) · Anthropology (4 works) · Indigenous Cultures and Socio-Education (4 works)