Decolonizing English Language Teaching for Brazilian Indigenous Peoples

Rodrigues, Walace; Albuquerque, Francisco Edviges; Miller, Michol

doi:10.1590/2175-623681725

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…These narratives draw the line between the medium of instruction and decolonization, as expressed by Constantino decades ago, are now becoming part of the discourse in other countries, particularly in those that experienced colonization (Agbedo et al, 2012;Agyekum, 2018;Altobbai, 2020;Brinkman, 2022;Dascomb, 2019;Decena, 2014;Degraff, 2019;Iseke-Barnes, 2008;Khepera, 2020;Lemberg, 2018;Msila, 2019;Pennycook & Makoni, 2020;Posada-Ortiz & Castañeda-Peña, 2021;Poudel et al, 2022;Rashid, 2021;Rodrigues et al, 2019;Salaün, 2013;Sellin, 1991;Shakib, 2011;Smith, 2016;Thiongʼo, 1998). It is interesting to note that a consensus is being established that argues the critical role being played by the language used in formal education setup in the attempt at decolonization.…”

Section: Utilitarian and Ideological Domains Of Mtb-mlementioning

confidence: 99%

The Philippines MTB-MLE Program: Reconciling Its Utilitarian and Ideological Rationales

Cansino

2023

EAJMR

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This paper explored the literature on the implementation of "Mother Tongue Based-Multilingual Education" in the Philippines using the Postcolonial lens expressed by Constantino and Osias. It argues that the program is misunderstood among its stakeholders, and there have been lapses in its planning and implementation. This paper attempts to reconcile ideological and pragmatic principles that underly the MTB-MLE program in the Philippines. It was argued that the failure of the program was not due to it being theoretically ungrounded. Still, on the implementation side, as evidenced by the lack of reference materials and instructional materials, the skill gap between the teachers and the necessary language skills is also apparent, aside from the unforeseen challenges concerning the multilingual classroom contexts.

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Section: Utilitarian and Ideological Domains Of Mtb-mlementioning

confidence: 99%

The Philippines MTB-MLE Program: Reconciling Its Utilitarian and Ideological Rationales

Cansino

2023

EAJMR

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Innovation, Resiliency, and Genius in Intensive English Programs: Decolonializing Recruitment and Contradictory Advocacy

Litzenberg

2021

Applied Linguistics

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This article considers Intensive English Programs (IEPs) affiliated with higher education institutions of the Global North from the perspective of a decolonial option in which English is viewed as a tool of modernity used for colonization and the maintenance of unequal socioeconomic and power structures. Via nuanced description (Pennycook and Makoni 2020) of two colonizing practices typical to IEPs—namely, recruitment and advocacy—the article argues that the traits of resiliency, innovation, and genius commonly ascribed to IEPs are qualities that lend themselves to the refoundation, reconfiguration, and reconstruction (de Sousa Santos 2019) of alternative visions. In this way, IEPs have the opportunity to promote the liberatory visions of applied linguistics’ practitioners and to positively influence decolonialization of the field. Because of their historical involvement in English language teaching and the industry it has spawned, applied linguists have an obligation to foster these changes, which need not affect the ability of IEPs to conduct language pedagogy or to provide the field with opportunities for research, teacher training, and professional development.

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Language Pedagogy and Teacher Identity: A Decolonial Lens to English Language Teaching From a Teacher Educator’s Experience

Ubaque-Casallas

2021

Profile: Issues Teach. Prof. Dev.

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This paper describes a narrative study that emerged from various conversations with an English language teacher at a public university in Bogotá, Colombia. This research is based on intersectional narratives to locate the intersections between English language pedagogy and the identities of English language teachers. Second, the study examined discourses that can construct English language pedagogy and teachers’ identities by avoiding simplistic generalizations and essentialisms. Findings suggest that although there are still colonial roots that repress other ways of being and doing, English language pedagogy goes beyond the instrumental sense of teaching. As such, English language pedagogy is about transformation as it is never static because it is an extension of identity.

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Decolonizing English Language Teaching for Brazilian Indigenous Peoples

Cited by 3 publications

References 7 publications

The Philippines MTB-MLE Program: Reconciling Its Utilitarian and Ideological Rationales

The Philippines MTB-MLE Program: Reconciling Its Utilitarian and Ideological Rationales

Innovation, Resiliency, and Genius in Intensive English Programs: Decolonializing Recruitment and Contradictory Advocacy

Language Pedagogy and Teacher Identity: A Decolonial Lens to English Language Teaching From a Teacher Educator’s Experience

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