| Summary: | This paper summarizes the results of a collaborative narrative inquiry study conducted by two teachers in an English as a foreign language classroom in Bogota, Colombia. The study places emphasis on teacher learning as a reflective practice to contribute to students’ vocabulary learning. However, the analysis presented in this paper is grounded on teachers’ narrative events to understand their experiences teaching vocabulary over communicative classroom activities. Findings revealed that teachers could claim ownership of their own teaching practice when there is negotiation and collaboration of teaching practices over vocabulary activities; furthermore, data made evident that when collaboration emerges as a driving force, teachers’ learning can become relevant to increase students’ learning since reflection is used to adapt teaching to get learning outcomes.
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