Decolonizing English Language Teaching for Brazilian Indigenous Peoples

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

doi:10.1590/2175-623681725

Cited by 4 publications

(4 citation statements)

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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“…Para tanto, Rodrigues et al (2019) Além disso, já no que se refere à temática decolonial pela perspectiva de raça destacamos o trabalho de Chávez (2015). Sua pesquisa versa para a temática racista aplicada à Educação Matemática na Colômbia, tomando como ponto de partida a discussão sobre o acesso aos estudos da Matemática, o desenvolvimento dos alunos com baixa renda e dados estatísticos regionais daquele país.…”

Section: Apresentação Dos Trabalhos Encontradosunclassified

“…Seguindo a mesma direção que Chávez (2015), Backes (2016), Ribeiro Jr (2017, Taddei (2018), Rodrigues et al (2019), Oliveira et al (2019), Cavalcante e Marinho (2019) e Walter (2021), Rosenzvit (2017) trata do discurso decolonial aplicado à temática da raça e produção do racismo.…”

Section: Apresentação Dos Trabalhos Encontradosunclassified

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Decolonização Cultural e o Currículo de Ensino de Física

Mometti

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This text aims to present the thesis developed in the Interunit Postgraduate Program in Science Teaching at USP, specifically in Physics Teaching. The central question that guides the hypothesis is that the curriculum of the State of São Paulo materializes, through discursive devices, a set of values, beliefs, and procedures that reconstruct and transform the subject's episteme to maintain the status of a Eurocentric society in which such Is the curriculum applied? Thus, as a theoretical assumption, the decolonial theory proposed and discussed by Aníbal Quijano,

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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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Decolonizing English Language Teaching for Brazilian Indigenous Peoples

Cited by 4 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

Decolonização Cultural e o Currículo de Ensino de Física

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

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