Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE




Colombian English, language equity, ELT, English as a Foreign Language


Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.


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Author Biography

Raúl Alberto Mora, Universidad Pontificia Bolivariana, Colombia

is associate professor at the School of Education and Pedagogy at UPB in Medellín, Colombia (currently residing in Trondheim, Norway). Dr. Mora chairs the award-winning Literacies in Second Languages Project research lab (part of the Pedagogies and Didactics of Knowledge research group at UPB). Dr. Mora’s research focuses on the use of literacies theory to understand second language practices in and out of schools and uses sociocritical frameworks to talk about languages and bilingualism in today’s world, ideas that are reflected in his scholarship and advocacy efforts to promote the Global South as a veritable knowledge center.


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How to Cite

Mora, R. A. (2022). Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE. GIST – Education and Learning Research Journal, 24, 25–42.