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• Paper·DOAJ — ELT & TESOL·1 Jul 2026

  Reimagining Bilingual Education

  Jimena Alviar-rueda, Daniel Rojas-Rodriguez, Leonardo Narváez

  This study examined how critical pedagogy influenced pre-service English teachers' understanding of bilingualism and their teaching practices. Through a qualitative case study in Colombia, the authors identified a three-stage transformation in which teachers reconceptualized bilingualism, reimagined ELT practices, and implemented critical pedagogy methods. The findings suggest that dialogic learning and problem-solving tasks can help challenge hegemonic ELT models and promote inclusive, equity-driven language education.

  Original abstract

  This study explores the influence of Critical Pedagogy (CP) on pre-service English teachers' conceptualizations of bilingualism and pedagogical practices within a Bilingual Education course in Bogotá, Colombia. Traditionally, English Language Teaching (ELT) has been framed through instrumentalist and monoglossic approaches that emphasize language proficiency over critical thinking. Using a qualitative case study approach, data was collected through focus groups, field notes, digital portfolios, and a podcast series. Findings reveal a three-stage transformation: (1) a reconceptualization of bilingualism, (2) a reimagination of ELT practices, and (3) an actual implementation of CP-based methodologies in ELT classes. By fostering dialogic learning and problem-solving tasks, the course enabled pre-service teachers to challenge hegemonic ELT models and advocate for inclusive, equity-driven and culturally-based language education

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