Elementary Teacher’s Conceptions towards the Incorporation of English in Their Teaching Practices

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Marian Lissett Olaya-Mesa
Willian Alexander Mora


Teacher´s beliefs and conceptions of teaching English are an important area for the professional development path of primary teachers. Giving primary teachers opportunities to grow professionally and support their learning belongs to the wide variety of practices that can be implemented to foster early education today. To do that, the Colombian government has implemented different initiatives; however, through the exploration of literature, primary public-school teachers need more professional development opportunities to fulfill the objectives stated by the Ministry of National Education. This is why, the present study aims to investigate the perceptions and attitudes of elementary rural teachers involved in the incorporation of English in their teaching practices. A total of ten teachers were selected to be involved during a semester that lasts the implementation of the project. Through qualitative research under the exploratory paradigm, we identified frustration, motivation, and lack of expertise as the main perceptions that interfere the teaching practices of the selected population. Findings suggest that professional development strategies should be incorporated as an eventual strategy to foster the teaching practices in the classroom.

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How to Cite
Olaya-Mesa, M. L., & Mora, W. A. (2023). Elementary Teacher’s Conceptions towards the Incorporation of English in Their Teaching Practices. HOW, 30(2), 110–134. https://doi.org/10.19183/how.30.2.671
Research Reports
Author Biographies

Marian Lissett Olaya-Mesa, Universidad Pedagógica y Tecnológica de Colombia

She holds a BA in foreign languages from Universidad Pedagógica y Tecnológica de Colombia and an MA in English language Teaching for Self-Directed Learning from Universidad de la Sabana (Colombia). She has been an English language teacher for eleven years in which she has gained a lot of experience teaching English for engineering programs. Her main interests are cooperative learning, reflective teaching, rural education and autonomy to foster students’ English skills

Willian Alexander Mora, Universidad Pedagógica y Tecnológica de Colombia

He holds a BA in Modern Languages and an MA in Language Teaching from Universidad Pedagógica y Tecnológica de Colombia -UPTC. Currently, he is a full-time teacher and a member of IMCLE research group in UPTC, Sogamoso Campus. His interests focused on critical literacy, curriculum design, and applied linguistics.


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