Decolonizing Primary English Language Teaching

López-Gopar, Mario E.

doi:10.21832/9781783095773

Cited by 40 publications

(11 citation statements)

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“…Also, it was hypothesized that English language teachers in global locations are likely to address US American culture to some extent in their teaching contexts, per the influence of the United States nation‐state on the English language teaching profession, something Holliday (1996) has critiqued as the BANA model (British, Australian, North American). This is against the backdrop of waning BANA influence due to the important work of postcolonial (Kubota, 2016), decolonial (López‐Gopar, 2016), and anti‐racist (Kubota & Lin, 2009; Liggett, 2013) critical scholarship that informs English as an International Language (EIL) (Pennycook, 2017; Sharifian, 2009) and English as a Lingua Franca (ELF) (Seidlhofer, 2017).…”

Section: Methodsmentioning

confidence: 99%

National narratives in language classrooms: Documenting mezzo‐spaces between the macro and micro of national reproduction

Meadows

2020

Int J App Linguistics

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This study extends the current scholarship on language classrooms as sites of national reproduction. Informed by theories of discursive nationalism, the study proposes the term, national narrative, to refer to the collection of ideological affordances (i.e., nationalized potentials) that circulate in mezzo-levels of society between macro-level ideological structure and micro-level national claims.

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Section: Methodsmentioning

confidence: 99%

National narratives in language classrooms: Documenting mezzo‐spaces between the macro and micro of national reproduction

Meadows

2020

Int J App Linguistics

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Section: Transglossic Spaces Colonial Difference and Otheringmentioning

confidence: 99%

“…Colonial difference is the figure of speech through which coloniality conceives of the other as inferior, marked by a linguistic, cultural, moral or intellectual handicap and, therefore, inferior to the metropolitan standard (Mignolo 2000(Mignolo /2012López-Gopar 2016). Situated at the intersection of Western, male, Christian, white thought with different approaches to local history and to naming the world, colonial difference is also an abstract place where power is exercised while being contested, a space where the subaltern 6 knowledge of speakers is reinvested but also reified by hegemonic thinking (Mignolo 2000(Mignolo /2012López-Gopar 2016). Inspired by the work of Said (1978Said ( /2005 and his notion of orientalism, the concept of othering was defined as central to colonial discourse, which ambivalence lies in the reification of the colonized subject as both an object of desire and of derision expressed through political and discursive practices of racial and cultural hierarchy (Bhabha 1994).…”

Section: Transglossic Spaces Colonial Difference and Otheringmentioning

confidence: 99%

“…In other words, plurilingualism takes the place of additive bilingualism and Creole finds its own space among the other Indian-Oceanic languages thanks to the links created between the various languages used in the interactions. Isabelle has no need of specific pedagogical support to carry out this research task, because "students can translanguage, as they find new information" and the activity connects them to their everyday life (García and Li Wei 2014;López-Gopar 2016), in this instance the preparation of mothers'day. She needs no pedagogical materials that would be using named languages, and in this way she helps her students to find their own voices and to develop critical thinking as was previously explained by Hélot (2007) writing about the Didenheim project.…”

Section: Strategy N° 1: the Negotiation Of The Curriculum Constraintsmentioning

confidence: 99%

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Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context

Prax-Dubois

Hélot²

2020

Inklusion Und Bildung in Migrationsgesellschaften

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This chapter explores the strategies and ideologies of two teachers who, each in their own way, try to mobilize the languages of young plurilingual learners (aged 3-4 and 5-6) in a preschool situated in a marginalized area in La Reunion, a French island in the Indian Ocean and central hub of migration for families from neighbouring islands. We argue that translanguaging crossed with subaltern studies can be a powerful approach to deconstruct othering processes. Following this analysis, we propose a model for teacher education that includes three main objectives to rethink inclusion and social justice in a French post-colonial context.

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“…At the same time, there are strong ideologies of language (Schieffelin, Woolard, & Kroskrity, ) in Mexico through which English is closely bound up in the country's popular imagination with the United States and U.S. colonialism. Because of the historical connections explained above, for most Mexicans English strongly indexes the United States and its colonial expansion in the continent (López Gopar, ). English teachers in Mexico, as evidenced by their career choice, usually have very positive views of English.…”

Section: How Teachers Encounter Students’ Changing Views Ofmentioning

confidence: 99%

Discourses of White Nationalism and Xenophobia in the United States and Their Effect onTESOLProfessionals in Mexico

2019

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White nationalism has emerged in the mainstream of U.S. political discourse, and restricting all forms of immigration has become a central focus of isolationist, “America First” policies. In August 2017, TESOL International released its Position Statement on Immigration Policy and Reform in the United States. The authors respond to the position statement and address Mexican English teachers’ views towards the immigration debate in the United States, how this debate reflects what Mexicans see as discourses of White nationalism and xenophobia, and the impact they have on the everyday work that teachers do in English classrooms in Mexico. They begin by giving a brief historical background on the closely intertwined relationship between the two countries, and then discuss the effects of the current climate on language educators’ work. They explain that manifestations of anti‐Mexican xenophobia in the United States increase the difficulty of Mexican English language educators as students of all ages are well aware of the rhetoric coming from the United States, and are increasingly translating these negative words and images into a negative sense of what it means to learn English. Three strategies are described that English teachers in Mexico often use within their classrooms to engage students in exploring the connection between English and the United States, harnessing the potential of the language classroom as a forum for naming, understanding, and contesting discourses that promote intolerance and racism.

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Decolonizing Primary English Language Teaching

Cited by 40 publications

References 0 publications

National narratives in language classrooms: Documenting mezzo‐spaces between the macro and micro of national reproduction

National narratives in language classrooms: Documenting mezzo‐spaces between the macro and micro of national reproduction

Translanguaging in Multilingual Pre-Primary Classrooms in La Réunion: Reflecting on Inclusion and Social Justice in a French Postcolonial Context

Discourses of White Nationalism and Xenophobia in the United States and Their Effect onTESOLProfessionals in Mexico

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