Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses

Soto-Molina, Jairo Eduardo; Rivera, Pilar Méndez

doi:10.19183/how.27.1.521

Cited by 13 publications

(7 citation statements)

References 33 publications

(23 reference statements)

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“…Within this new educational paradigm, focused on competences rather than contents and aiming at social justice and equality, research around the hidden discourses conveyed at schools, that is, the hidden curriculum [22], becomes paramount. Soto-Molina and Méndez [50] list the issues that teachers of English may face from an intercultural point of view: dilemmas, contradictions, and challenges. Paraphrasing them from a gender perspective, in ELT environments we are faced with:…”

Section: Discussionmentioning

confidence: 99%

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Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

Medina

2023

Education Sciences

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Social research into English Language Teaching (ELT) has a long history. Within it, gender studies have gained ground in recent decades, with special focus on materials and resources. However, a proper integration of the category of femininity has not yet been achieved. The article offers an ample, argumentative, narrative literature review of the main realizations of femininity, as theorized in recent years, such as emphasized femininity or entitled femininity, as well as some other concepts like ambivalent sexism and postfeminism. It is written as the second item within a series of papers that aims to theoretically support the assumption of Feminist Critical Discourse Analysis as a suitable method to discover how all these social phenomena interact in ELT contexts, helping to shape its (gender’s) hidden curriculum. The paper concludes the necessity of integrating the issue of femininities in teacher training programs and in social research in ELT, for the sake of making this field more a liberating practice and less a means of (re)production of (gender) inequalities. To do so, it offers areas of interest for critical researchers and ELT practitioners to carry out such empirical investigation, which is the upcoming stage in this sequence of publications.

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Section: Discussionmentioning

confidence: 99%

“…Probably, ELT is one of those educational services that better epitomizes this logic: supposedly a neutral global language [53], it is "purchased" by parents who legitimately want their children to do well in life. Instead of a tool to communicate, the language then becomes one more means to perpetuate linguistic imperialism, available only to a few [50,54].…”

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confidence: 99%

Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

Medina

2023

Education Sciences

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“…By English language teachers' knowledge, I not only refer to teachers' experiences, theories, beliefs, actions, and skills (Díaz-Maggioli, 2012) that teachers are supposed to embrace in order to teach well, but I also include the realm of the silenced, or invisibilized knowledges as seen within a Decolonial view. (See the work of Granados-Beltrán, 2016;Núñez-Pardo, 2020;Soto-Molina & Méndez, 2020; to expand on the Decolonial Turn in ELT in Colombia)…”

Section: No 22mentioning

confidence: 99%

Moving from What Do English Teachers know? to How Do English Teachers Experience Knowledge? A Decolonial Perspective in the Study of English Teachers’ Knowledge

Castañeda-Londoño

2021

GIST

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There has been a continuing interest in defining what comprises English teachers’ knowledge with the purpose of defining the boundaries of the English Teaching field and developing it as a respected discipline in education (Richards, 1990). The objective of this paper, shaped by the tenets of the Decolonial Turn, is to share some of the results of studying teachers’ knowledge with a view of knowledge described by Anzaldúa (2000) as “an overarching theory of consciousness… that tries to encompass all the dimensions of life, both inner –mental, emotional, instinctive, imaginal, spiritual, bodily realms—and outer—social, political, lived experiences.” (p. 177). Data were gathered by means of testimonial narratives, and their analysis followed some guidelines of Benmayor’s (2012) framework of testimonial narratives writing and communal analysis. The study is also inspired by and grounded on the Epistemologies of the South (Sousa Santos, 2004, 2006, 2016, 2018) to think of knowledge beyond the cognitive experiences of teachers. Some of the results show that teachers’ knowledge is something experienced by them not only in their cognition but also in their emotions and body. Not only do teachers rely on content, pedagogical or methodological knowledge, but also on emotion, as evidenced in a sample of teachers’ testimonial narratives.

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“…They have opened spaces to rethink and remodel practices and discourses in the teaching of English as a foreign language (EFL) in our nation. However, this reflection paper argues that, although necessary and useful, these advances are not enough because, when it comes to ELT, colonial perspectives still prevail, circumscribing and limiting the nature and scope of educational reforms and curricular projects (see Soto-Molina and Méndez, 2020;Torres-Rocha, 2019).…”

Section: Introductionmentioning

confidence: 99%

Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives

Fandiño-Parra

2021

Colomb. appl. linguist. j

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In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional lives, and research agendas. However, at the same time, they are expected to engage in practices and processes that allow for personal adaptation and social change. Amid this ambivalence, this reflection paper makes a call to decolonize ELT in Colombia. To this effect, this paper reviews some basic epistemological perspectives such as colonialism and decolonial studies. Then, it proposes the decolonization of ELT, along with a grammar of decoloniality based on discursive alternatives about power, knowledge, and being with the potential of bringing about a transformative teacher subjectivation. The main conclusion is that the Colombian ELT community needs to first deconstruct dominant structures and strategies that enact epistemic and cultural dominance of the global north, and then construct alternative discourses and practices that acknowledge and disseminate the singularities of its knowledge and culture.

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Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses

Cited by 13 publications

References 33 publications

Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

Feminist Academic Activism in English Language Teaching: The Need to Study Discourses on Femininities Critically

Moving from What Do English Teachers know? to How Do English Teachers Experience Knowledge? A Decolonial Perspective in the Study of English Teachers’ Knowledge

Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives

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