ENTRE LA OFERTA Y LA DEMANDA: EL IDIOMA INGLÉS VISTO COMO UNA BARRERA INVISIBLE QUE INTERFIERE EN EL ACCESO A LA LABOR DOCENTE DE LAS PROFESIONALES EN EDUCACIÓN INICIAL (Between Offer and Demand: English Language Seen As an Invisible Barrier That Interferes With the Access to Educational Labor of Professionals in Early Childhood Education)

Abstract

Spanish Abstract: En el artículo que se presenta, muestra cómo el inglés influye en diferentes campos disciplinares; en el caso de la educación, este idioma ha llegado a permear los niveles formal e informal, al igual que a nivel universitario, como también a los docentes y a aquellos en formación; ya que muchos de los nuevos profesionales en educación, deben adaptar el inglés a sus discursos pedagógicos y a su práctica. El estudio del cual se basó este artículo, empleó un diseño cualitativo y un enfoque hermenéutico. Sin embargo (a pesar de tener una perspectiva intersubjetiva) se emplearon técnicas de recogida tanto cualitativas como cuantitativas: talleres individuales, entrevistas semi-estructuradas, grupos de discusión, observaciones no participantes y encuestas.

English Abstract: In the article that is presented, it is shown how English influences different disciplinary fields. Hence, in the case of education, this language has come to permeate several levels of formal and informal education; higher education, as well as teachers and future teachers, since many of the new professionals in education must adapt English to their pedagogical discourses and their practices. This study -in which this article was based- used a qualitative design and a hermeneutical approach. Nonetheless -in spite of having an intersubjectivity perspective- qualitative and quantitative data collection techniques were implemented: individual workshops, semistructured interviews, discussion groups, non-participant observations and a surveys. Besides, the research from which the writing of this article was derived was named Pedagogical training of professionals in early childhood education and its relationship with didactics in an international context, in which participated: Universidad Católica Luis Amigó from Medellín, Universidad del Maule from Chile y La Red Iberoamericana de Pedagogía. Among the most meaningful findings, it is perceived how professionals are not receiving enough training in English teaching methods, as well as the inability to get a job because of low linguistic English language domain.

Note: Downloadable document is in Spanish.

Keywords: Inglés, educación inicial, docentes, práctica pedagógica