skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Lengua-código o lengua-verbo? Una mirada decolonial al aula de inglés

Íkala : revista de lenguaje y cultura, 2022-01, Vol.27 (3), p.684 [Peer Reviewed Journal]

2022. This work is licensed under https://creativecommons.org/licenses/by-nc-sa/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0123-3432 ;EISSN: 2145-566X ;DOI: 10.17533/udea.ikala.v27n3a06

Full text available

Citations Cited by
  • Title:
    Lengua-código o lengua-verbo? Una mirada decolonial al aula de inglés
  • Author: da Silva, Jhuliane Evelyn ; Vollet Marson, Isabel Cristina
  • Subjects: Classroom communication ; Decolonization ; Education ; English as a second language instruction ; English as an international language ; English language ; Globalization ; Neoliberalism ; Qualitative research ; Teacher education
  • Is Part Of: Íkala : revista de lenguaje y cultura, 2022-01, Vol.27 (3), p.684
  • Description: In times of neoliberal globalization, English language has filled a hegemonic space as the language of communication, science, business, media and education. This space, naturalized by issues of power, politics and coloniality, tends to ignore questions such as who can speak English, what variety is validated and to whom it belongs, for example. Faced with this problem, we conducted a qualitative research study in a university setting on the initial training of teachers, and the public school on the continuing education of teachers. Our goal was to investigate how the conception of language and, therefore, of the English language, shaped and re-signified the practices of the participants in the research conducted in the aforementioned contexts. The study was based on critical and decolonial perspectives, especially those stemming from the reflections produced by the Latin American Research Group Modernity/Coloniality. The reflections underscored the tensions between the conceptions of language as a code or as a social practice in the participants’ imaginaries and practices in both contexts of teacher training. These tensions suggest that the ambivalent and situated space of the English classroom is productive for the deconstruction and expansion of knowledge, as well as for the reconfiguration of the function of education and the roles assumed by teachers and students in their training.
  • Publisher: Medellín: Universidad de Antioquía
  • Language: Spanish
  • Identifier: ISSN: 0123-3432
    EISSN: 2145-566X
    DOI: 10.17533/udea.ikala.v27n3a06
  • Source: AUTh Library subscriptions: ProQuest Central
    DOAJ Directory of Open Access Journals
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait