Q&A with Juan David Sanabria Guerrero
Juan David is from Colombia and studies on the Intercultural Communication MA (class of 2026). He tells us about his time at IOE.
What is your educational background?
I hold a Bachelor's degree in English Language Teaching from Universidad Distrital, a public university in Colombia, where I developed a strong foundation in language pedagogy and a growing interest in sociocultural aspects of education. During my undergraduate studies, I conducted qualitative action research focused on integrating deep cultural issues into English language teaching through authentic materials. This early work sparked my commitment developing Intercultural Communicative Competence (ICC) in the classroom.
As part of my academic journey, I participated in an international internship at the Universidad de Ciencias Pedagógicas Enrique José Varona in Havana, Cuba. There, I engaged in a programme focused on educational research and foreign language development. This experience exposed me to Cuba’s community-based approach to education and further deepened my understanding of teaching as a transformative social practice.
After graduating, I taught in both public schools and private language institutions across Colombia and Krasnoyarsk, Russia. These experiences motivated me to pursue advanced studies that would allow me to explore the intersection of language and culture in education more critically.
What are your motivations for pursuing a graduate-level qualification?
My journey to UCL was guided by a strong desire to combine research, cultural concepts, and English teaching and learning.
I wanted to better understand the role of culture in education and, more specifically, how to create new tools and approaches for teaching English in Colombia—ones that move beyond imported models and engage with learners' social and cultural realities.
Having experienced first-hand the challenges faced by both teachers and students in English language education, I felt a deep responsibility to contribute to my country through innovative and inclusive pedagogies.
The MA in Intercultural Communication at UCL provided the perfect space to deepen my understanding of language as social practice, research methods, cultural analysis and explore the intersections between language, identity, and power.
With these useful tools I hope to enable and refine my vision for Lingualoom—a social enterprise I’m developing to offer intercultural and accessible English education for students in Colombia. I deeply believe that English language learning can and should empower students by connecting with their cultural identities and preparing them for global citizenship, rather than marginalising their local knowledge and voices.
Why did you apply to UCL for graduate study?
I applied to UCL for graduate study because of its global reputation for academic excellence. Specifically, the MA in Intercultural Communication at the Institute of Education aligned perfectly with my desire to explore how language functions as social practice and to critically engage with the cultural, political, and pedagogical dimensions of English language education.
As a Colombian teacher committed to transforming English education through intercultural practices, I was drawn to UCL’s interdisciplinary environment and its emphasis on equity, diversity, and decolonial perspectives in this programme.
I knew that UCL would not only challenge me academically and professionally but also provide the tools and support to turn my ideas into real educational initiatives.
Additionally, the opportunity to learn from world-class researchers, engage with peers from diverse cultural backgrounds, and connect with the work of centres like the International Centre for Intercultural Studies made UCL the ideal setting to grow both personally and professionally.
My experience so far has been fantastic, UCL has given me the academic grounding, international perspective, and specially, the critical framework I was seeking to contribute meaningfully to language education in Colombia.
What is the best thing about your course?
The best thing about the MA in Intercultural Communication is its critical and interdisciplinary approach to language and culture. Communication is not merely a neutral process, and my modules invited me to explore how language is shaped also by power, identity, and social structures. This has challenged me to reflect deeply on my own teaching practice and to reimagine English language education as a space for dialogue and transformation.
What I value most is how theory is constantly connected to real-world practice and reflection which has been meaningful for me as an educator. The supportive and diverse academic community also creates space for rich intercultural exchange.
I also really value the flexibility of the programme—being able to choose modules and explore the theories, case studies, and frameworks that align most closely with my professional and personal goals has been empowering. It has allowed me to shape my learning journey around my specific interest in decolonial education, intercultural communicative competence, and the foreign language classroom. This adaptability has helped me make the most of my time at UCL and stay focused on my long-term project.
I believe studying at the Institute of Education is a good investment. The high academic standards, expert faculty team, and research departments create an enriching environment to improve knowledge and skills. The networks and opportunities it provide open doors for meaningful impact in education and other areas.
Overall, the programme offers strong returns in terms of professional growth and reflection, critical thinking, and the ability to contribute to positive change in my country.
Has there been an element of your degree programme that has impressed you or been particularly valuable?
If there is one element of my degree that has been particularly valuable, it is the content and readings we have explored throughout the course. Engaging with diverse research in the field of interculturality has introduced me to concepts and perspectives I had no idea existed before.
This exposure has expanded my thinking and allowed me to critically examine the assumptions that underpin language education and interculturality. The programme’s emphasis on critical reflection and interdisciplinarity has also encouraged me to connect theory with practice in meaningful ways, ultimately transforming how I approach both teaching and research.
Have you undertaken any networking opportunities either as part of your degree or outside of your studies?
I have participated in some networking opportunities both within and beyond my degree. At UCL, I participate in seminars and workshops, which have allowed me to connect with peers and experts from diverse backgrounds.
Outside of my studies, I have collaborated with Colombian politicians and professionals from diverse fields that foster valuable professional relationships. These experiences have enriched my learning and expanded my professional network significantly.
What is it like studying in London and do you think it has benefited your studies? Why?
Studying in London has been a multicultural and enriching experience that has greatly benefited me beyond my studies.
The city’s diversity and vibrant cultural scenes provide a living classroom for intercultural communication, allowing me to observe and engage with people from all over the world.
Access to libraries, museums, famous places and academic events with UCL and beyond has deepened my research and broadened my perspectives. Living in London offers many opportunities to connect with professionals and different organizations, which has complemented and enriched my academic learning.
The system of learning and researching at UCL differs in several key ways from what I experienced in Colombia. One of the most significant differences is the level of autonomy. Your professional and academic growth here depends largely on your own initiative. I was not expecting this kind of freedom, especially coming from a system where teachers are the main source of knowledge and learning is more structured.
At UCL, classes are spaces for discussion, where we share perspectives on the readings and learn as much from our peers as from our lecturers. This has been both challenging and enriching, as it encourages critical thinking and self-directed exploration. Additionally, the pace of the programme is quite intense, as the volume of content covered in one year would usually be spread across two years in my home country.
How would you describe your time at IOE?
My time at IOE has been both intellectually stimulating and personally transformative. It has challenged me to rethink my assumptions, expand my academic horizons, and reflect deeply on my role as an educator in a globalised world.
Beyond the coursework, what I value most is the supportive and diverse academic community that makes IOE, and my programme, a truly intercultural learning space.
I am extremely grateful to my teachers, my colleagues, and the experience of being back in academia after some years in the professional field. UCL and London will forever be a part of me, and I truly hope I have also left something meaningful here.
Last updated 18 December 2025.