English Language Educators’ Engagement in Critically Oriented Research in Colombia

Abstract

ABSTRACT: In Colombia, English language educators have been exploring ways to go beyond teaching to have an impact on their contexts and students. Hence, this instrumental case study intends to shed light on how twelve Colombian English language educators with different levels of research expertise engaged in critically oriented research by exploring in detail how such an engagement process occurred through the analysis of some of the research products made by them namely research articles, theses or chapters of books, and 12 semi-structured interviews. Data revealed that these researchers engaged in critically oriented research because they identified themselves with research agendas that intend to understand and unveil power issues so as to generate elements of transformation in their contexts. Additionally, they expressed that as critically oriented researchers, they possessed personal attributes related to resilience, honesty, happiness, lifelong learning, and flexibility. However, for them to work as critically oriented researchers, they recognized the fact that they needed guidance in the process of becoming researchers, which suggests that engaging in this type of research may only happen after pursuing graduate studies. Furthermore, participants recognized the existence of some contextual conditions related to the researcher’s job position, time, financial support, and stigmatization that hinder or foster their research engagement. Finally, concerning challenges, some participants pinpointed that they found it difficult to disseminate their research projects as they were expected to apply complex academic writing regulations, especially within limited time frames.