Licenciatura en Lenguas Extranjeras · 2026

Supporting the Professional Practices of Non-English-Speaking Teachers Through an English Training Program in a Bilingual School Case Study

In Colombia, bilingual education in private schools has grown, increasing the need for teachersfrom other areas of knowledge to participate in English-related practices in school environments. Some teachers, however, do not speak English and have problems participating actively in bilingual contexts due to their lack of English language skills. The purpose of this qualitative case study was to explore the effects of voluntary participation in a communicative English training program on the professional practices of non-English-speaking teachers at José María Berrío School, a private bilingual school in Sabaneta, Colombia. The training program had an emphasis on the functional and communicative use of English in classroom routines and interactions at school. Data were collected through self-assessment formats, focus groups, research journals, and observations during the training process. The findings showed higher motivation, more use of English in the routines of the classroom, and more active participation in English-related interactions in the school community. At the same time, the participants evidenced difficulties related to pronunciation, vocabulary, time constraints, and confidence in using English. This study suggests that communicative and context-oriented training programs can help to support the professional practices of non-English-speaking teachers and contribute to have a more inclusive bilingual school environment.

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