Unsettling the ‘Challenge’: ELT Policy Ideology and the New Breach Amongst State-funded Schools in Colombia

Miranda, Norbella; Giraldo, Silvia Valencia

doi:10.1080/1358684x.2019.1590144

Cited by 16 publications

(13 citation statements)

References 25 publications

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“…En Colombia, varias investigaciones se sitúan dentro de la perspectiva estructural y sociocrítica, a partir del análisis textual y el análisis crítico discursivo de las diferentes políticas y programas nacionales (Bonilla and Tejada-Sánchez, 2016;Correa, and González, 2016;Robayo and Cárdenas, 2017;De Mejía, 2017;Mackenzie, 2020;Hurie, 2018;Miranda and Valencia, 2019). Dos de estas investigaciones señalan, a partir de un análisis documental, que desde hace casi dos décadas han sido varios los programas, normas y lineamientos curriculares que el Ministerio de Educación Nacional (MEN) ha formulado e impulsado para el fomento del bilingüismo inglésespañol en el contexto académico, entre los cuales se destacan el Programa Nacional de Bilingüismo 2004-2019 (PNB), los estándares básicos de competencia en lengua extranjera (inglés), el Programa de Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras 2010-2014 (PFDCLE), la ley de bilingüismo de 2013, el Programa Nacional de Inglés: Colombia Very Well 2015-2025 (PNI) y Colombia Bilingüe 2014-2018 (Bonilla and Tejada-Sánchez, 2016;Correa and González, 2016).…”

Section: Políticas Lingüísticas Educativas Y Enfoques De Investigaciónunclassified

“…Por otra parte, desde la perspectiva del imperialismo lingüístico, y con un enfoque basado en el análisis discursivo, algunos investigadores indican que las políticas lingüísticas colombianas para el bilingüismo inglés-español son excluyentes e inequitativas porque desconocen las minorías lingüísticas, las personas con barreras para el aprendizaje y la población vulnerable que vive en zonas de pobreza y violencia (Robayo and Cárdenas, 2017;de Mejía, 2017;Mackenzie, 2020;Miranda and Valencia, 2019;Hurie, 2018).…”

Section: Políticas Lingüísticas Educativas Y Enfoques De Investigaciónunclassified

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Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano

Llano

2022

Colomb. appl. linguist. j

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La política lingüística es un medio por el cual se puede influir en la estructura, función, uso o adquisición de una lengua. Además, se compone de un conjunto de elementos implícitos y explícitos, como las prácticas, creencias e ideologías lingüísticas y documentos o normativas oficiales. Dado que este es un tema de creciente interés para la comunidad académica y científica, este artículo busca revisar la literatura sobre política lingüística en dos fases. Primero, una búsqueda en la base de datos Scopus, para identificar tendencias y perspectivas teóricas, mediante el uso de herramientas bibliométricas. Luego, una selección de artículos y tesis doctorales, para ser analizados e identificar el abordaje teórico y metodológico de los estudios sobre política lingüística en el contexto internacional, latinoamericano y colombiano. Los hallazgos sugieren cuatro perspectivas teóricas sobre política lingüística: estructural, imperialismo lingüístico, sociocultural y multicapas. Además, actualmente se están desarrollando estudios cualitativos con diferentes enfoques metodológicos, como el análisis textual, el análisis crítico del discurso, el enfoque interpretativo y la investigación acción. En Colombia existe una clara tendencia hacia estudios basados en las perspectivas teóricas del imperialismo lingüístico y el enfoque sociocultural, con enfoques metodológicos basados en el análisis crítico del discurso y el análisis interpretativo.

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Section: Políticas Lingüísticas Educativas Y Enfoques De Investigaciónunclassified

Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano

Llano

2022

Colomb. appl. linguist. j

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“…Despite the University spaces for instruction and reflection on foreign language policy and educational reform, pre-service teachers struggle with the institutional realities that greatly differ from idyllic conditions national policies depict (Durán, Lastra, & Morales, 2017;Pinzón & Guerrero, 2018). Poverty, violence, low academic skills, demotivation, lack of resources, and overcrowded classrooms (Correa & González, 2016;Miranda & Giraldo, 2019) challenge and discourage them (Durán et al, 2017). Additionally, schools have the autonomy to produce their policies that student-teachers need to follow.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Student-teachers' mental worlds dwell in times of contemporary policy change (Day, 2002). In such times, language policies have become a key strategy to meet international standards of competitiveness and have stood in the center of discussions in language education (Correa & Usma, 2013;Miranda & Giraldo, 2019;Roldan & Peláez, 2017). Within this policy landscape, reading pre-service teachers' narratives with critical-sociocultural lenses in order to understand their takes on language policy demands the examination of their policy participation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Inquiring pre-service teachers’ narratives on language policy and identity during their practicum.

López

Andrade

Henao

2020

HOW

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This narrative inquiry study aims to unveil the incorporation of policy agency within the construction of teacher identity of pre-service teachers in their academic practicums. Drawing on a critical-sociocultural approach to narrative inquiry, language policy, and teacher identity, the narratives of five students of an English teaching program in Medellín, Colombia, were examined. Their reflections and decision making on foreign language policies regulating their pedagogical practices at various schools show their social and critical awareness. Teaching represents a high moral load for them as they embrace a humanistic perspective. However, their narratives also pose challenges to language teaching programs in helping pre-service teachers to build micropolitical agency supported on solid theoretical knowledge to participate in policymaking. On the one hand, their narrations of the policy appropriation process they undertook show their frustration and disappointment in trying to participate when policy structures and other policy arbiters were close to them. On the other hand, when policy structures and arbiters openly allowed their policy participation, their actions and reflections focused on methodological concerns but rarely addressed social or critical awareness regarding curriculum design and development. Therefore, supporting pre-service teachers in strengthening their identities with solid theoretical constructs should be a priority because they will build micropolitical agency to overcome political tensions and negotiate their policy participation.

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“…This converts teachers into technicians and reproducers of Eurocentric knowledge, demonstrating coloniality of knowledge. Third, the imperialism of a commercially oriented publishing industry is supported by a bilingual policy that associates English with work, productivity, globalisation, and neoliberalism (González, 2012;Guerrero-Nieto & Quintero-Polo, 2021;Miranda & Valencia-Giraldo, 2019;Usma, 2009a). This condition makes teachers competitive and oppressed actors, suggesting coloniality of power.…”

Section: Introductionmentioning

confidence: 99%

Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis

Pardo

2022

Íkala

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The use of Colombian-authored EFL textbooks as subalternation instruments, the instrumentalization of grammar and foreign methodologies, and the imperialism of a profit-driven publishing industry perpetuates colonial links. This article reports a critical content analysis of six Colombian-authored EFL textbooks from local and foreign publishers. It was framed within a sociocritical paradigm, which included interviews with four authors, six teachers, and two editors. Findings reveal three triads of decolonial criteria: (a) The triad of ontological criteria unsettles the reproduction of foreign beliefs, behaviours, values, and ideologies; (b) the triad of epistemological criteria subverts North and West dominant knowledge and culture, and (c) the triad of power criteria withstands globalised and neoliberal discourses imposed through teaching methods, curricula, materials, testing, training, and standardised English varieties. The findings also indicate that there are still colonial traces in the representation of gender, races, sexual orientations, capacities, and social classes. Thus, developing efl materials from a decolonial perspective contests the commercial, standardised, and colonised textbooks to build contextualised and decolonised efl materials otherwise that are sensitive to cultural diversity. This academic endeavour exhorts teachers to assume a critical stance towards EFL materials content, learning activities and strategies, underpinning language pedagogies, iconography, language policy, and assessment practices, and to exert their agency to contest hegemony and recreate situated EFL pedagogical practices.

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Unsettling the ‘Challenge’: ELT Policy Ideology and the New Breach Amongst State-funded Schools in Colombia

Cited by 16 publications

References 25 publications

Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano

Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano

Inquiring pre-service teachers’ narratives on language policy and identity during their practicum.

Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis

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