Aprender inglés a través del movimiento y la tecnología inmersiva en Bogotá

Purpose: This narrative reflection examines how movement and immersive technology shaped participation in Embodied English, a community program in Bogotá, while distinguishing physical responses and supported naming from independent speech.Methodology: The documentary reading considers 44 completed, nonduplicate practitioner journals from the reviewed 2025–2026 archive. Checklists, attendance records, and curriculum materials provide context; checklist percentages describe archived ratings rather than independent observations. Results: Practitioners described bodily responses and supported naming more often than independent speech. Shared devices, unreliable connectivity, and uneven attendance complicated participation, while some games and digital activities diverted attention from English. Conclusions: The reflection proposes language-bearing actions, technology-flexible tasks, and modular opportunities for re-entry. Clearer assessment records and distinctions between supported and unaided responses are needed; the archive does not establish program effectiveness.