Critical Interculturality and CALL in ELT: A Necessary Approach in Colombian Contemporary Education

The most recent events in contemporary history have accelerated not only the evolution of technology but also multiple fields of knowledge which include models of teaching English as a Foreign Language (EFL). However, Colombian education has resisted the changes of the XXI century due to the generational clash between “digital natives” and “digital immigrants” (Prensky, 2001). Furthermore, EFL in Colombian public schools has been faithful to Western models that elude local contexts and contribute little to reflection, development of proposals, and students’ agency regarding our society’s day-to-day reality. Such actions, as proposed by Catherine Walsh, fall within the realm of what Critical Interculturality (CI) promotes (Walsh, 2010). Coupled with this, the integration of Computer Assisted Language Learning (CALL) to develop this approach has been limited since its usage has mainly been focused on improving linguistic skills. In this article I will present some theoretical foundations and empirical studies that unveil the importance of developing more studies that facilitate the integration of CI and CALL tools in EFL at the public secondary school in Colombia.