A critical evaluation of the social justice implications of the Colombian government’s English-Spanish bilingualism policies

Mackenzie, Lee

doi:10.1080/14664208.2019.1615743

Cited by 7 publications

(7 citation statements)

References 31 publications

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“…By claiming that these foreign teachers promote “dynamic pedagogical methods” and “allow the students to use English,” the Ministry of Education implies that Colombian teachers do not (Mackenzie, 2020). This positions homegrown teachers as somehow backward or inferior and dependent on the “dynamic” instructional methods that only natives can provide (Holliday, 2006; Mackenzie, 2020). Such a “colonial mentality” (Gómez‐Vásquez & Guerrero 2018, p. 6) helps the Centre maintain cultural and linguistic hegemony over periphery countries such as Colombia (Phillipson, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Such a “colonial mentality” (Gómez‐Vásquez & Guerrero 2018, p. 6) helps the Centre maintain cultural and linguistic hegemony over periphery countries such as Colombia (Phillipson, 2017). Thus, the MEN’s strategy of recruiting "native foreign educators"reflects the intersecting discourses of native‐speakerism and coloniality (Gómez‐Vásquez & Guerrero, 2018; M. A. González, 2007; Mackenzie, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…(MEN, 2017, para. 5) By claiming that these foreign teachers promote "dynamic pedagogical methods" and "allow the students to use English," the Ministry of Education implies that Colombian teachers do not (Mackenzie, 2020). This positions homegrown teachers as somehow backward or inferior and dependent on the "dynamic" instructional methods that only natives can provide (Holliday, 2006;Mackenzie, 2020).…”

Section: Native-speakerism and Coloniality In Colombiamentioning

confidence: 99%

“…Thus, the MEN's strategy of recruiting "native foreign educators"reflects the intersecting discourses of native-speakerism and coloniality (Gómez-Vásquez & Guerrero, 2018; M. A. González, 2007;Mackenzie, 2020).…”

Section: Native-speakerism and Coloniality In Colombiamentioning

confidence: 99%

“…5) receive a monthly salary of $520 in addition to health insurance, accommodation for the first month, a domestic flight, an end‐of‐contract bonus, and training (Internships Colombia, 2018). As such, in many cases, these volunteers or interns (Internships Colombia, 2018), who are not required to have a teaching qualification, have better working conditions and higher salaries than local teachers (Gómez‐Vásquez & Guerrero, 2018; Mackenzie, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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Discriminatory job advertisements for English language teachers in Colombia: An analysis of recruitment biases

Mackenzie

2020

TESOL Journal

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Numerous studies have explored the persistence of discrimination against nonnative‐English‐speaking teachers (NNESTs) of English as a foreign or second language in various contexts. However, the author of this article could find no study that explores the prevalence of “native‐speakerism” and other forms of discrimination in English language teacher recruitment in South America. The current study thus investigated the extent to which online postings for English language teachers in Colombia expressed a preference for native‐English‐speaking teachers (NESTs) and how this discrimination intersects with other inequitable hiring practices. The author conducted content analysis on job ads found on two prominent Facebook groups for English language teachers in Colombia. The findings reveal evidence of discrimination in nearly half of the 95 job ads analysed. These ads discriminate based on age, gender, nationality, variety of English, the location where a prospective teacher gained their qualifications, and “nativeness.” The study tentatively concludes that this discrimination has several dimensions, with those further from the colonial “centre” facing greater degrees of discrimination. The mutually reinforcing constructs of coloniality and native‐speakerism help account for the persistence of such discrimination, which is also reflected in the Colombian governments’ linguistic policies.

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