Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

Mendes, Ana Rachel Macedo; Finardi, Kyria Rebeca

doi:10.5296/elr.v4i1.12831

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…"Digital living" has reconfigured everyday practices and experiences, blurring boundaries between the actual/real/virtual. The produsage of information/contents suggests a hybridism characteristic of our era and that affects interactions and identities in a world where the borders between users, consumers and producers from different regions are increasingly erased (Mendes & Finardi, 2018). In the same way, the boundaries between teaching-learning-using L2 is also becoming more blurred as we gradually carry out these activities more and more online, justifying our use of this term as one in this study.…”

Section: Critical Theory Of Societymentioning

confidence: 93%

Digital Technologies in L2 teaching-learning in Brazil: A Critical Content Analysis

Leão¹,

Finardi²

2021

ELR

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The aim of this study is to reflect about the view of digital technologies in L2 teaching-learning. With that aim, a content analysis study was carried out in the Brazilian database of theses and dissertations defended between 2015 and 2019 to analyze the view of technologies in the area of L2 teaching-learning. Drawing on the Critical Theory concept of semiformation and content analysis techniques, the view/use of technologies in L2 teaching-learning was analyzed in the corpus of 22 works. Results suggest challenges in the advancement of research and critical use of technologies in L2 teaching-learning in Brazil once few studies promoted a reflexive dialogue with the participants in order make them think about the critical use of technologies in L2 teaching-learning. The study concludes with the suggestion for more investment in the human formation process through the critical use of technologies in the teaching-learning of L2.

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Section: Critical Theory Of Societymentioning

confidence: 93%

Digital Technologies in L2 teaching-learning in Brazil: A Critical Content Analysis

Leão¹,

Finardi²

2021

ELR

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“…While globalization facilitates advances in social mobility, cultural hybridity suggests that peripheral cultures and standardized universal cultures interact, either as conflicts or as contact [47]. Peripheral cultures find a way to negotiate with the dominant cultures' indoctrination to better empower and present themselves [48]. The discourse on hybridity has increasingly looked into the identity of language teachers who live within and between different ways of speaking and being [49].…”

Section: Space and Identitymentioning

confidence: 99%

EFL Teachers’ Spatial Construction of Linguistic Identities for Sustainable Development in Globalization

Feng

Kim

2022

Sustainability

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Grounded in Gidden’s space theory, this case study examines the construction of linguistic identity in Chinese English-as-a-foreign-language (EFL) teachers teaching in a major Chinese city with regard to their language-learning experiences and beliefs about the roles of English as a language within the context of globalization. The data were collected from semi-structured interviews with two Chinese EFL teachers and observations of their classrooms. The narrative and thematic analyses show how two Chinese EFL teachers came to have preferences for moving from the “periphery” to the “center” of a monolingual or multilingual foreign-language community in different ways. The findings not only reveal how English as a language relates to globalization, they also broaden our understanding of the complex formation of identity of the language teachers within a global context.

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“…Therefore, hybridity differs from Otherness that is related dichotomies and separation of the Other and the Self. According to Mendes and Finardi (2018), while hybridity could be seen by some as the blending of cultures that threatens national identities and regional traditions, it is seen by others as a positive occurrence in which the "subordinates" (e.g., the Others) could empower themselves by subverting the hegemonic culture power (e.g., the culture of Self's) in a process that would "differ from western hegemony by looking through the eyes of peripheral cultures" (Mendes & Finardi, 2018, p. 49).…”

Section: Othernessmentioning

confidence: 99%

Meeting the Other in Literature and ELT through the Critical Analysis of a Short Story

Simoneli¹,

Finardi²

2020

SELT

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This paper reflects about the role of English, Literature and teachers’ beliefs in English language teaching (ELT), addressing notions of native speakerism and Otherness in the critical analysis of James Kirkup’s (1994) short story “The Teacher of American Business English”. The methodology is qualitative and based on Content/Discourse Analysis linking the themes addressed in the story to the literature review that includes the role of English, the contact of languages and cultures, the development of beliefs and identities, and the socio-historical context of such occurrences. The critical analysis shows evidence of prejudiced practices and discourses about the varieties and differences of cultures and languages by the main character in the short story. The study concludes that the views found in the story may be representative of many hegemonic, prejudice views of cultures and languages found in pedagogical practices around the world and as such contributes to the critical reflection on the role of English, Literature and teacher’s beliefs as well as the power of critical analysis based on Literature to aid intercultural encounters/meeting the Other.

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Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

Cited by 10 publications

References 16 publications

Digital Technologies in L2 teaching-learning in Brazil: A Critical Content Analysis

Digital Technologies in L2 teaching-learning in Brazil: A Critical Content Analysis

EFL Teachers’ Spatial Construction of Linguistic Identities for Sustainable Development in Globalization

Meeting the Other in Literature and ELT through the Critical Analysis of a Short Story

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