An Exploration of the Historical-Pedagogical Trends in Colombian ELT: Interpretative Analysis of the ASOCOPI/HOW Archive from 1966 to 1985

The field of English Language Teaching (ELT) has undergone significant transformations since 1966, heavily influenced by evolving sociocultural dynamics. This article explores how broader sociopolitical and cultural changes have shaped teacher education and professional development in ELT based on archival work with the very first issues of HOW, starting in 1966 (in total, 6 volumes; 52 issues until 1985). Key global phenomena, such as globalization, the digital revolution, and the advocacy for intercultural understanding, have redefined educational priorities and methodologies. Teacher education programs have progressively evolved from traditional grammar-translation methods to more inclusive and communicative approaches. Sociocultural changes have necessitated the incorporation of intercultural competence and intercultural education into teacher education curricula, reflecting the growing recognition of cultural diversity in the classroom. Professional development opportunities have also expanded, emphasizing the need for teachers to adapt to sociocultural shifts and technological advancements. In this regard, HOW serves as a valuable repository of these transformations. Given its longevity and sustained contribution to the field, the journal offers a rich archive that documents the evolution of English language teacher education in Colombia, capturing shifts in pedagogical perspectives, research priorities, and policy discussions. By analyzing its contents over time, it is possible to trace how English language teaching in the country has been influenced by these broader trends, and how educators' perceptions, practices, and professional identities have been shaped as a result. HOW serves as a meeting point for educators, researchers, and policymakers to foster dialogue, disseminate research, and build an academic community, ensuring ELT evolves with society.