Teachers' jargon. A look at its transformations from the technological mediation of teaching processes

Authors

  • Walter Leonardo Martínez Ruiz Antonio Nariño University Author https://orcid.org/0000-0001-9175-9829
  • Zully Alejandra Cubides Guzmán Minuto de Dios University Corporation Author

DOI:

https://doi.org/10.18634/sophiaj.21v.1i.1507

Keywords:

teacher jargon, technological mediation, educational sociolinguistics, linguistic adaptation

Abstract

Teacher jargon is a sociolinguistic phenomenon in constant transformation. Since 2020, the technological mediation that emerged from the Covid-19 pandemic has intensified these changes, generating new forms of pedagogical communication. This article analyzes the evolution of teacher jargon in a public school located in the municipality of Soacha (Cundinamarca), through semi-structured interviews conducted with ten primary school teachers. The study is guided by five mechanisms of linguistic change: adaptation, imitation, necessity, external influence, and interest. The results show that the adaptation of teacher jargon is closely linked to the incorporation of educational technologies, which manifest in various teaching contexts. Likewise, the imitation of everyday processes and other school actors contributes to more effective communication, closer to students’ needs, and strengthens meaningful learning. Communicative needs, shaped by institutional guidelines, and external factors such as evaluation and curriculum planning policies also influence the current pedagogical discourse. Finally, teachers’ interest in remaining up to date through the integration of technological tools stands out, reaffirming their role as active agents in the linguistic and communicative transformation of contemporary educational practice.

Author Biographies

  • Walter Leonardo Martínez Ruiz, Antonio Nariño University
    PhD candidate at Antonio Nariño University, Bogotá, Colombia. He holds a Master's degree in Education and a Bachelor's degree in Humanities and Spanish Language from the District University and a Bachelor's degree in English from the National Open and Distance University. He is currently a Primary Education professor in the Colombian public sector and a research professor at the Faculty of Education at the National Open and Distance University. His areas of research and interest are education, sociolinguistics, and educational technologies. His recent publications are: 1. Technological inclusion, social and cultural changes in reading and writing in the context of COVID-19; 2. Teaching and learning of reading and writing during the COVID-19 pandemic. A systematic review of the literature (2020-2023); 3. Analysis of teaching jargon in the context of educational technologies. An approach based on a documentary review; 4. The concept of teaching jargon within the framework of the technological mediation of teaching processes; 5. Transformation of teaching jargon through technological mediation of teaching processes. PhD candidate in Education, Antonio Nariño University. Email: wamartinez42@uan.edu.co
  • Zully Alejandra Cubides Guzmán, Minuto de Dios University Corporation
    Master's degree in Digital Transformation from the Minuto de Dios University Corporation in Bogotá, Colombia. She holds a degree in Public Finance from the School of Public Administration and a degree in Business Administration from La Salle University. She is currently a pension advisor in the financial sector and a researcher attached to the Faculty of Education at the National Open and Distance University. Her areas of research and interest include educational policies, digital transformation, and educational technologies. Her recent publications include: 1. Analysis of teaching jargon in the context of educational technologies. An approach based on documentary review.

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Published

2025-10-22

Issue

Vol. 21 No. 1 (2025): Revista Sophia

Section

Artículos de investigación

License

Creative Commosn Licence 4.0

How to Cite

Teachers’ jargon. A look at its transformations from the technological mediation of teaching processes. (2025). Sophia, 21(1), 1-26. https://doi.org/10.18634/sophiaj.21v.1i.1507