Language Pedagogies in Colombian English Classrooms: A Systematic Review of Literature from Colombian Journals

Language education has historically been characterized by a continual search for more effective ways of teaching which support student learning. We investigated empirical evidence on language pedagogies integrated into Colombian PreK-11 English classrooms between 2010 and 2021. We systematically selected and analyzed 104 refereed articles, which we examined using an analytical framework informed mainly by Hall’s (2016) Method, methods and methodology and Thornbury’s (2017) 30 language teaching methods. Our analysis showed that Colombian teachers of English as a foreign language (EFL) employed a variety of language pedagogies and engaged in pedagogical practices which provided multiple opportunities for students to practice language. Teachers made substantial use of technological resources even before the constraints of the Covid-19 pandemic.