This research aimed to identify the psychosocial aspects and educational conditions that influenced the degree of learning satisfaction of 423 students enrolled in a BA in Modern Languages (English and French) at a university in Colombia through technology-mediated ‘face-to-face’ learn­ing (PAT, as per its Spanish acronym). Findings show that students’ learning satisfaction is highly influenced by teacher’s support and structural conditions. These two categories have an impact on other psychosocial conditions that become a challenge for the pat technology. See the author telling us about her article here:

The guest editors to Íkala's new special issue (vol. 26 no. 3), Professors Marta González Lloret, Laia Canals and Jorge Pineda, talk with the journal's editor-in-chief, Professor Doris Correa, about the Role of Technology in Language Learning and Teaching amid the Crisis Generated by the COVID-19 Pandemic.

We cordially invite you to watch their conversation here.

Guest Editors:

Carmen Helena Guerrero Nieto
Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.
https://orcid.org/0000-0003-4011-788X

Clarissa Menezes Jordão
Universidade Federal do Paraná, Curitiba, Brasil.
https://orcid.org/0000-0003-3558-5603

Gabriela Veronelli
Center for Global Studies and the Humanities, Duke University, North Carolina, USA.
https://orcid.org/0000-0001-7869-1057

The decolonial turn has been around for about 30 years now in the field of social sciences and the humanities but it is until relatively recently that it entered into the conversations in English Language Teaching (ELT). The upsurge of research embracing a decolonial stance in ELT seems like an obvious consequence of the implementation of so-called “bilingual policies” across the continent, where “bilingual” means basically English. Another recent trend in Latin America has been the push towards internationalization of education, especially higher education, a movement that also seems to place English as “the natural choice” as a medium of instruction.

After the publication of Íkala's Special Issue on The Role of Technology in Language Teaching and Learning in the Crisis Generated by the COVID-19 Pandemic, Professors Jorge Pineda and Doris Correa were interviewed by journalist Luis Javier Londoño from the university radio station. This interview was broadcast last Thursday, September 23 at 8:30 pm on the program called ALMA MATER A FONDO.

We cordially invite you to listen to the interview here.

Guest editors
Jorge Díaz-Cintas (University College London)
Lydia Hayes (University College London & University of Bristol)

The new dates are:

Guest editors
Jorge Díaz-Cintas (University College London)
Lydia Hayes (University College London & University of Bristol)

In the privileged position of de facto lingua franca worldwide, English has been either the source or pivot language of innumerable translations over the past century, especially insofar as audiovisual texts are concerned. With the arrival of the talkies, the film industry began to be dominated by Hollywood, giving rise to postproduction industries around the globe dedicated to the localisation of imported English-language content. Whereas in countries where English is not a native language these English-language originals were and continue to be mainstreamed on TV channels and in cinema theatres, in the Anglosphere, non-English-language, or ‘foreign’, content was traditionally reserved for art-house cinemas until recent times. The surge of subscription video-on-demand (SVoDs) platforms—such as Netflix, Amazon Prime Video and HBO—has witnessed a balancing act whereby ‘foreign’ content is now mainstreamed alongside English-language originals. This shift in the distribution paradigm has generated more need for the localisation into English of audiovisual content, which has brought about a growth in the English-subtitling industry as well as the emergence of a burgeoning English-dubbing industry in the US, UK, mainland Europe, and India (Hayes, 2021).