Isabel Tejada Sánchez

SHE/HER

Bogotá, Colombia

Universidad de los Andes

She’s a professor at the School of Education at Universidad de Los Andes (Bogotá, Colombia). She holds a bachelor’s degree in Foreign Language Teaching (English – French, Universidad del Valle), a master’s degree in Language Sciences and Didactics (Université Paris 8) and a double-degree Doctorate in Linguistic Communication and Multilingual Mediation (Université Paris 8 & Universitat Pompeu Fabra). She has 18+ years of experience as an educator in the field of languages, linguistics, didactics, pedagogy, as well as research methodologies. Also she has been a consultant and researcher in national (MEN, British Council) and international settings (Educational Testing Service, Sorbonne - New Paris 3). She is co-director of the research group Education for bilingualism and multilingualism (Universidad de los Andes). Her research interests include second language learning in educational contexts, language policy, interculturality, growth mindset, and playful learning. She has supervised several thesis projects (undergraduate, PhD and Master’s degrees) which have used predominantly qualitative approaches and methods, such as Action Research, discourse analysis, and auto - & duo- ethnography. She is also an instructor in the MOOC “Understanding cultural dimensions in everyday life” at Coursera: https://www.coursera.org/learn/interculturalidad

In Spanish

Presentation Clip

Websites

https://academia.uniandes.edu.co/AcademyCv/mi.tejada10

Publications

Alviar, J., Dulcé, F., García, P., Ramirez, M. & Tejada-Sanchez, I. (2022). Can Higher Ed Classes be Playful? / ¿Pueden las clases de educación superior hacerse a través del juego? Blog Series: Pedagogy of Play. Project Zero. https://www.popatplay.org/

Chipatecua, I., García, P., Tejada-Sanchez, I. (submitted). Mentalidad de Crecimiento y Cognición Docente en la formación profesional: Un estudio de caso.

Tejada-Sánchez, I. Peña Dix, B. & Peña, A. (Eds.) (Forthcoming). Maestros y maestras de lengua como agentes de cambio: reflexión e investigación en las aulas de clase. Colección: "el espíritu investigador en la escuela". Ediciones Uniandes, Universidad de los Andes.

Truscott de Mejía, A.M, & Tejada-Sánchez, I. (2022). “Our Nationality or the Groups We Belong to Don’t Define Us”: Language Teachers’ Understandings of Identity, Multilingualism and Interculturality in Colombia (pp. 121 - 138). in R. Fielding (ed.) Multilingualism, Identity and Interculturality in Education. Springer.

Truscott de Mejía, A.M, & Tejada-Sánchez, I. (2022). “Reflecting Upon the Intercultural Dimensions in Language Teacher Education in Colombia, in N. Miranda, A-M. Truscott de Mejía & S. Valencia Giraldo (Eds.) “Language Education in Multilingual Colombia. Critical Perspectives and Voices from the Field”. Routledge.

Tejada-Sánchez, I. (2022). Becoming a Critically Reflective Educator: An Eutoetnography of multiple selves. In Gagné, A., Kalan, A. & Herath, S. Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duoethnographies of Global Experiences. (pp. 154-175). Peter Lang.

Tejada-Sanchez, I., & Molina-Naar, M. (2021). English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University. Latin American Journal of Content & Language Integrated Learning, 13(2), 339–367. https://doi.org/10.5294/laclil.2020.13.2.8

Rodríguez-Fandiño, J., & Tejada-Sánchez, I. (2020). De la percepción a la pronunciación: la enseñanza de las consonantes retroflejas del chino mandarín a hispanohablantes. Matices en Lenguas Extranjeras, 14(1), 43–85. https://doi.org/10.15446/male.v14n1.83928

Valencia, M. & Tejada Sánchez, I. (2020). Colombia’s Language Politics: Neoliberalism Under the Guise of Messianic Nationalism. In: K. McIntosh (ed.) Applied Linguistics and Language Teaching in the Neo-Nationalist Era. London: Palgrave Macmillan. ISBN 9783030565497.

Truscott de Mejía, A.M, & Tejada-Sánchez, I. (2020). Teaching language is not enough: Towards a recognition of intercultural sensitivity in bilingual teaching and learning. Aportes a la lingüística aplicada y el bilingüismo. Editorial REDIPE (Red Iberoamericana de Pedagogía).

Gamboa-Diaz, P., Molinié, M. & Tejada-Sanchez, I. (2019). « Former des enseignants de langue étrangère et seconde aux dimensions interculturelles explicites en France et en Colombie. Un dialogue théorique et épistémologique (pp. 3-43) ». In B. Peña-Dix, I. Tejada-Sánchez, & A-M. Truscott de Mejía (Eds.). Interculturalidad y formación de profesores. Perspectivas Pedagógicas Multilingües. Facultad de Educación – Facultad de Ciencias Sociales, Universidad de los Andes. Bogotá: Ediciones Uniandes. ISBN: 978-958-774-845-1

Gamboa-Diaz, P. (2019). Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia. Voces y Silencios. Revista Latinoamericana de Educación 10, n.o 1 (2019): 199-230. https://doi.org/10.18175/vys10.1.2019.14

Peña-Dix, B. Tejada-Sánchez, I. & Truscott de Mejía, A-M. (2019) (Eds.). Interculturalidad y formación de profesores. Perspectivas Pedagógicas Multilingues. Facultad de Educación – Facultad de Ciencias Sociales, Universidad de los Andes. Ediciones Uniandes. ISBN: 978-958-774-845-1

Gamboa-Diaz, P., Molinié, M. Tejada-Sanchez, I. & Truscott de Mejía, A-M. (2019) (Eds.) “Accompagner les parcours bilingues/multilingues/plurilingues via des dispositifs interculturels. Co-construire la formation des enseignants, un enjeu pour le 21e siècle - Propuestas educativas interculturales para acompañar trayectorias bilingües/multilingües/ plurilingües. Co-construir la formación de docentes, un desafío del siglo 21. – Intercultural educational proposals promoting bilingual and multilingual teaching trajectories. Co-constructing teacher development in the 21st century.” Voces y Silencios: Revista Latinoamericana de Educación, Vol. 10 no. 1, Universidad de los Andes.

Tejada-Sánchez, I. & Pérez-Vidal, C. (2018). Writing Performance and Time of Exposure in EFL Immersion Learners: Analysing Complexity, Accuracy and Fluency. In C. Pérez-Vidal, S. López-Serrano, J. Ament, D. Thomas-Wilhelm (Eds.) Learning context effects: Study abroad, formal instruction and international immersion classrooms. EuroSLA Studies. Language Science Press. http://langsci-press.org/catalog/book/180 DOI: 10.5281/zenodo.1300630

Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia’s language education policy. PROFILE Issues in Teachers’ Professional Development, 18(1), 185-201. DOI:10.15446/profile.v18n1.51996

Tejada-Sánchez, I. (2012) “Negotiating Language Policies in Schools: Educators as Policymakers.” Book review from K. Menken & O. Garcia (2010). New York: Routledge. 296 pp. ISBN 978-0-415-80208-6. International Journal of Bilingual Education and Bilingualism. No. 2012 1-2. DOI:10.1080/13670050.2012.667529

Tejada-Sánchez, I, (2012). “Hacia una redefinición del bilingüismo a través de algunos mitos” Book review from F. Grosjean. (2010) "Bilingual Life and Reality". Cambridge, Massachusetts: Harvard University Press. ISBN 978-0-674-04887-4. 276p. Revista Lenguaje. No 40-1. Junio 2012, p. 257-266. http://revistalenguaje.univalle.edu.co/index.phpseccion=REVISTA&revista=40-1

Contact

Email: mi.tejada10@uniandes.edu.co

Twitter: @isa_tejada