Within the diverse Colombian context, the issues concerning the teaching of English as a foreign language (EFL) call for theories and methodologies entering into the socio-political realms of influence which shape the dynamics of the language-acquisition process.

As such, Social Research Applied to English Language Teaching in Colombian Contexts: Theory and Methods takes into consideration a comprehensive analysis of five social phenomena, interpreting their impact, and prompting reflection on alternative strategies for development and growth within the EFL social environment.

INTRODUCTION

A SOCIO-COGNITIVE APPROACH TO ENGLISH LANGUAGE LEARNING
About the Author
Language Learning is a Social Practice

CHAPTER ONE
THE LINGUISTIC TYPOLOGY OF VERB STRUCTURE: A COMPARATIVE APPROACH
FOR THE EFL CLASSROOM 
About the Author
Introduction
Linguistic Typology and Verbs of Motion
Typology Implications in the EFL Classroom
Cognitive Linguistics and the Teaching of Phrasal Verbs
Implications for Future Research
Conclusion

CHAPTER TWO
SOCIAL DYNAMICS SHAPING ENGLISH LEARNING PROCESSES
About the Authors
Introduction
Literature Review
Research Design
Data Analysis and Findings
Conclusions

CHAPTER THREE
EFFECTS OF EMOTIONAL BARRIERS AND DISEMPOWERMENT ON LEARNING AND
COMMUNICATIVE PROCESSES PRESENT IN EFL STUDENTS
About the Author
Introduction
Description of the Problem
Literature Review
Background Research on Empowerment in Colombia
Methodology
Pedagogical Implications
Conclusion

CHAPTER FOUR
LITERACY PRACTICES AND LANGUAGE ISSUES IN COLOMBIAN EFL CONTEXTS
About the Authors
Introduction
Literature Review
Research Method
Data Analysis and Findings
Conclusions

CHAPTER FIVE
CHILDREN’S NARRATIVES: A MIRROR OF THEIR SOCIAL SENSITIVITY
About the Autor
Introduction
Literature Review
Research Design
Instruments
Instructional Design
Data Analysis and Findings
Conclusions and Pedagogical Implications
Further Research

REFERENCES