The Role of HOW In Giving Visibility to English Teachers' Knowledge

The English language teaching community in Colombia has witnessed the emergence and consolidation of academic or scientific journals edited in the country to disseminate the results of teachers’ work. Although their efforts are generally valued, we do not have many studies concerning the life and implications of what is being published in those journals. This article aims to examine the role that the HOW journal, led by the Colombian Association of Teachers of English (ASOCOPI), has had in making visible the knowledge produced by teachers of English. Following the tenets of narrative inquiry, we present an account of the path of the journal in such an attempt. To do so, we have examined documentary evidence that is part of HOW editorial processes and the history of the journal, as portrayed in the celebration of the sixtieth anniversary of ASOCOPI and the records of the past ten years. We identify achievements in the editing process as well as in the inclusion of different voices and agendas along the journal’s trajectory. Finally, we highlight some opportunities to move forward as well as challenges we may face to ensure ASOCOPI’s journal sustainability and upgrade in national and international scenarios.