Poststructural Perspectives in English Teaching in Rural Colombia.
180AbstractThis reflective theoretical article explores the intersection of poststructuralist perspectives and English Language Teaching (elt) trends, specifically in rural areas of Colombia, addressing language policies that prioritize the utilitarian aspects of English while neglecting its intercu...
- Autores:
-
Peláez Henao, Oscar A
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/20345
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/20345
- Palabra clave:
- Enseñanza del inglés
Tendencias del lenguaje
Postestructuralismo
Docentes rurales de inglés
English language teaching
Language trends
Poststructuralism
Rural English teachers
- Rights
- License
- http://creativecommons.org/licenses/by-nc/4.0
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Poststructural Perspectives in English Teaching in Rural Colombia. |
| title |
Poststructural Perspectives in English Teaching in Rural Colombia. |
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Poststructural Perspectives in English Teaching in Rural Colombia. Enseñanza del inglés Tendencias del lenguaje Postestructuralismo Docentes rurales de inglés English language teaching Language trends Poststructuralism Rural English teachers |
| title_short |
Poststructural Perspectives in English Teaching in Rural Colombia. |
| title_full |
Poststructural Perspectives in English Teaching in Rural Colombia. |
| title_fullStr |
Poststructural Perspectives in English Teaching in Rural Colombia. |
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Poststructural Perspectives in English Teaching in Rural Colombia. |
| title_sort |
Poststructural Perspectives in English Teaching in Rural Colombia. |
| dc.creator.fl_str_mv |
Peláez Henao, Oscar A |
| dc.contributor.author.none.fl_str_mv |
Peláez Henao, Oscar A |
| dc.subject.spa.fl_str_mv |
Enseñanza del inglés Tendencias del lenguaje Postestructuralismo Docentes rurales de inglés |
| topic |
Enseñanza del inglés Tendencias del lenguaje Postestructuralismo Docentes rurales de inglés English language teaching Language trends Poststructuralism Rural English teachers |
| dc.subject.keywords.eng.fl_str_mv |
English language teaching Language trends Poststructuralism Rural English teachers |
| description |
180AbstractThis reflective theoretical article explores the intersection of poststructuralist perspectives and English Language Teaching (elt) trends, specifically in rural areas of Colombia, addressing language policies that prioritize the utilitarian aspects of English while neglecting its intercultural essence. The objective is to advocate for a poststructuralist approach in reshaping English language education in rural Colombian contexts, challenging utilitarian paradigms to promote inclusivity, equity, and social justice within language learning frameworks. Drawing on extensive research and the author’s ongoing doctoral studies, the paper explores intricate connections among linguistic trends, power dynamics, and language ideologies within elt. The paper discusses the implications of poststructuralism in Colombian elt, emphasizing the need for a paradigm shift. Embracing a more inclusive perspective, the study highlights the transformative potential of poststructuralist frameworks in fostering equitable language education. |
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Althusser, L. (1984). Essays on Intertextuality. Verso. Anstey, M., & Bull, G. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Inter-national Reading Association. Bakhtin, M. (1981). The Dialogic Imagination: Four Essays. University of Texas. Bakhtin, M. (1984). In Emerson, C. (Ed.), Problems of Dostoyevsky’s Poetics. University of Minnesota Press. Barman, B. (2012). The Linguistic Philosophy of Noam Chomsky. Philosophy and Progress, 103-122. Baxter, J. (2016). Positioning Language and Identity: Poststructuralist Perspectives. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 34-49). Routledge. Benesch, S. (2017). Emotions in English language teaching: Exploring teachers’ emotion labor. Routledge / Taylor and Francis. Bonilla, S. X., & Cruz-Arcila, F. (2014). Critical Socio-Cultural Elements of the Intercultural Endeavor of English Teaching in Colombian Rural Areas. Pro-file: Issues in Teachers’ Professional Development, 16(2), 117-133. http://dx.doi.org/10.15446/profile.v16n2.40423. Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unan-swered Questions in Colombia’s Foreign Language Education Policy. Profile: Issues in Teachers Professional Development, 18(1), 185-201. Boothe, D. (2023, June). Cross-Disciplinary Learning Methodologies to Build efl Competencies. In Conference Proceedings. The Future of Education 2023. Bourdieu, P. (1991). Language and Symbolic Power. Harvard University Press. Braine, G. (2005). A history of research on non-native speaker English teachers. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contribu-tions to the profession (pp. 13-23). Springer US. https://doi.org/10.1007/0-387-24565-0_2 Brown, H. D. (2002). English Language Teaching in the “Post-method” Era: Toward Better Diagnosis, Treat-ment, and Assessment. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 9-18). Cambridge University Press. Butler, J. (2002). Gender Trouble. Routledge. Butler, J. (2021). Excitable Speech: A politics of the Performative. Routledge. Byram, M. (2009). The Intercultural Speaker and Pedagogy of Foreign Language Education. In D. K. Deardorff (Ed.), The Sage handbook of intercultural competence(pp. 321-332). Sage. Canagarajah, A. S. (1999). Resisting Linguistic Imperialism. Oxford University Press. Canagarajah, A. S. (2007). Lingua Franca English, Multilingual Communities, and Language Acquisition. The Modern Language Journal, 91(S1), 923-939. https://doi.org/10.1111/j.1540-4781.2007.00678.x Cook, V. (2005). Basing Teaching on the L2 User. In E. Llurda, E (Ed.), Nonnative Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 47-61). Springer US. Corbett, J. (2022). An Intercultural Approach to English Language Teaching (Vol. 36). Multilingual Matters. Cruz-Arcila, F. (2020). Rural English language teacher identities: Alternative narratives of professional success. Íkala, Revista de Lenguaje y Cultura, 25(2), 435-453. Derrida, J. (1985). The Ear of the Other: Otobiography, Transference, Translation: Texts and Discussions with Jacques Derrida. Schocken Book. Derrida, J. (2016). Of Grammatology. Johns Hopkins University Press. Ellis, N. C. (2019). Essentials of a Theory of Language Cognition. The Modern Language Journal, 103, 39-60. Evans, N., & Levinson, S. C. (2009). The Myth of Language Universals: Language Diversity and Its Importance for Cognitive Science. Behavioral And Brain Sciences, 32(5), 429-448. Florez-Montaño, S., Zapata-Garcia, J. A., & Peláez-Henao, O. A. (2022). Interculturality in the English Teaching and Learning Processes. Cultura, Educación y Sociedad, 13(2), 163-182. Foucault, M. (1982). The Subject and Power. University of Chicago Press. Freeman, D., Webre, A. C., Epperson, M., Walsh, S., & Mann, S. (2019). What Counts as Knowledge in English Lan-guage Teaching. In M. B. Bauer & S. Dodson (Eds.), The Routledge Handbook of English Language Teacher Education, 13-24. Routledge. Giroux, H. (2020). Critical Pedagogy.In A. Macedo (Ed.), The Sage Handbook of Critical Pedagogies (pp. 1-16). Springer Fachmedien Wiesbaden. Gómez Sará, M. M. (2017). Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans. How, 24(1), 139-156. González, A. (2007). Professional Development of efl Teachers in Colombia: Between Colonial and Local Practices. Íkala: Revista de Lenguaje y Cultura, 12(18), 309-332. Guerrero Nieto, C. H., & Quintero Polo, Á. H. (2009). English as a Neutral Language in the Colombian National Stan-dards: A Constituent of Dominance in English Language Education. Profile: Issues in Teachers’ Professional Development, 11(2), 135-150. Haugen, E. (1972). The Ecology of Language. In A. Dil (Ed), The Ecology of Language. Stanford University Press. Hurie, A. H. (2018). ¿Inglés para la paz? Colonialidad, ideología neoliberal y expansión discursiva en Colombia Bilingüe. Íkala: revista de lenguaje y cultura, 23(2), 333-354. Key, L., & Noble, B. P. (2017). An Analysis of Ferdinand de Saussure’s Course in General Linguistics. Macat Library. Kristeva, J. (1984). Woman can never be defined. In E. Marks and I. de Coutivron (Eds.), New French Feminisms (pp. 137–141). Schocken. Kumaravadivelu, B. (2001). Toward a Postmethod Pedagogy. tesol Quarterly, 35(4), 537-560. Lacan, J. (2006 [1977]). Écrits: a selection. (A. Sheridan, Trans.). W.W. Norton and Co. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. Llurda, E. (2005). Looking at the Perceptions, Challenges, and Contributions . . . or the Importance of Being a Non-native Teacher. In E. Llurda (Ed.), Non-native Lan-guage Teachers: Perceptions, Challenges and Contribu-tions to the Profession (pp. 1-9). Springer US. https://doi.org/10.1007/0-387-24565-0_1 Mahan, K. R. (2022). The Comprehending Teacher: Scaffol-ding in Content and Language Integrated Learning (clil). The Language Learning Journal, 50(1), 74-88. Ministerio de Educación Nacional — men. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Serie Guías núm. 22.Autor. Ministerio de Educación Nacional — men. (2016). Modelo de Implementación de un Programa de Formadores Nativos Extranjeros. Autor. Miranda, N., & Valencia Giraldo, S. (2019). Unsettling the ‘Challenge’: elt Policy Ideology and the New Breach Amongst State-Funded Schools in Colombia. Changing English, 26(3), 282-294. Nunan, D. (2015). Teaching English to Speakers of Other Languages: An Introduction. Routledge. Ospina Bozzi, A. M. (2015). Mantenimiento y revitalización de lenguas nativas en Colombia. Reflexiones para el camino. Forma y función, 28(2), 11-48. Peláez-Henao, O., Echeverri, L., & Castrillón, E. (2022). The Instrumentalized Perception of English for Competitiveness: A Case Study. Pensamiento Americano, 15(29), 45-57. Perlovsky, L. (2007). Modeling Field Theory of Higher Cognitive Functions. In Artificial cognition systems (pp. 64-105). igi Global. Reynolds, B. L., Shieh, J. J., Ding, C., & Van Ha, X. (2022). Sustained Content Language Teaching: Insights from an esl and efl course. International Journal of English Studies, 22(2), 129-154 Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cam-bridge University Press. Rorty, R. (2020). Contingency, Irony, and Solidarity. In Shaping Entrepreneurship Research (pp. 505-520). Routledge. Rublik, N. (2017). Language Acquisition and Cultural Mediation: Vygotskian theory. Asia Pacific Journal of Contemporary Education and Communication Technology, 1 Seidlhofer, B. (2011). Understanding English as a Lingua Franca: A complete introduction to the theoretical nature and practical implications of English used as a lingua franca. Oxford Applied Linguistics Setyono, B., & Widodo, H. P. (2019). The Representation of Multicultural Values in the Indonesian Ministry of Education and Culture-Endorsed efl Textbook: a critical discourse analysis. Intercultural Education, 30(4), 383-397. Shohamy, E. (2006). Language Policy: Hidden Agendas and New Approaches. Routledge. Stein, P. (2007). Multimodal Pedagogies in Diverse Classrooms: Representation, Rights and Resources. Routledge. Sun, Y. (2017). Major Trends in the Global elt Field: A Non-native English-speaking Professional’s Perspective. In Y. Sun & P. Sahin (Eds.), Asian-focusedelt research and practice: Voices from the Far Edge (pp.17-30). Peking University Press. Towndrow, P. A., & Pereira, A. J. (2018). Reconsidering Literacy in the 21st Century: Exploring the Role of Digital Stories in Teaching English to Speakers of Other Languages. relc Journal, 49(2), 179-194. Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. John Wiley & Sons. Ubaque-Casallas, D. F. (2023). Using Translanguaging to Decolonize English Language Teaching in Colombia: A Narrative Inquiry. Íkala: Revista de Lenguaje y Cultura, 28(3), 1-17. Usma, J. (2009). Globalization and Language and Education Reform in Colombia: A Critical Outlook. Íkala: Revista de Lenguaje y Cultura, 14(22), 19-42. Usma, J., Pelaez-Henao, O., Palacio, Y., Jaramillo, C. (2020). Promoting Critical Consciousness in the Preparation of Teachers in Colombia. In The SAGE Handbook of Critical Pedagogies. SAGE Publications Ltd. https://doi.org/10.4135/9781526486455 Van Dijk, T. A. (2017). Socio-cognitive discourse studies. In J. Flowerdew & J. E. Richardson (Eds.), The Routledge Handbook of Critical Discourse Studies (pp. 26-43). Routledge. Woolard, K. A. (1992). Language Ideology: Issues and Approaches. Pragmatics, 2(3), 235-249. |
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Peláez Henao, Oscar A2024-11-21T23:13:00Z2024-11-21T23:13:00Z2024-06-010121-24942500-6436http://hdl.handle.net/20.500.12209/20345180AbstractThis reflective theoretical article explores the intersection of poststructuralist perspectives and English Language Teaching (elt) trends, specifically in rural areas of Colombia, addressing language policies that prioritize the utilitarian aspects of English while neglecting its intercultural essence. The objective is to advocate for a poststructuralist approach in reshaping English language education in rural Colombian contexts, challenging utilitarian paradigms to promote inclusivity, equity, and social justice within language learning frameworks. Drawing on extensive research and the author’s ongoing doctoral studies, the paper explores intricate connections among linguistic trends, power dynamics, and language ideologies within elt. The paper discusses the implications of poststructuralism in Colombian elt, emphasizing the need for a paradigm shift. Embracing a more inclusive perspective, the study highlights the transformative potential of poststructuralist frameworks in fostering equitable language education.Submitted by María Paula Cruz Ramírez (mpcruzr@upn.edu.co) on 2024-11-21T23:13:00Z No. of bitstreams: 1 P&S+61_13+Art20276.pdf: 832543 bytes, checksum: 7d48c72674ac21049080ead51cfb165a (MD5)Made available in DSpace on 2024-11-21T23:13:00Z (GMT). No. of bitstreams: 1 P&S+61_13+Art20276.pdf: 832543 bytes, checksum: 7d48c72674ac21049080ead51cfb165a (MD5) Previous issue date: 2024-06-01application/pdfapplication/pdfspaEditorial Universidad Pedagógica Nacionalhttp://creativecommons.org/licenses/by-nc/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Pedagogía y Saberes ; Núm. 61 (2024); 179-193Enseñanza del inglésTendencias del lenguajePostestructuralismoDocentes rurales de inglésEnglish language teachingLanguage trendsPoststructuralismRural English teachersPoststructural Perspectives in English Teaching in Rural Colombia.info:eu-repo/semantics/articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Althusser, L. (1984). Essays on Intertextuality. Verso.Anstey, M., & Bull, G. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Inter-national Reading Association.Bakhtin, M. (1981). The Dialogic Imagination: Four Essays. University of Texas.Bakhtin, M. (1984). In Emerson, C. (Ed.), Problems of Dostoyevsky’s Poetics. University of Minnesota Press.Barman, B. (2012). The Linguistic Philosophy of Noam Chomsky. Philosophy and Progress, 103-122.Baxter, J. (2016). Positioning Language and Identity: Poststructuralist Perspectives. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 34-49). Routledge.Benesch, S. (2017). Emotions in English language teaching: Exploring teachers’ emotion labor. Routledge / Taylor and Francis.Bonilla, S. X., & Cruz-Arcila, F. (2014). Critical Socio-Cultural Elements of the Intercultural Endeavor of English Teaching in Colombian Rural Areas. Pro-file: Issues in Teachers’ Professional Development, 16(2), 117-133. http://dx.doi.org/10.15446/profile.v16n2.40423.Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unan-swered Questions in Colombia’s Foreign Language Education Policy. Profile: Issues in Teachers Professional Development, 18(1), 185-201.Boothe, D. (2023, June). Cross-Disciplinary Learning Methodologies to Build efl Competencies. In Conference Proceedings. The Future of Education 2023.Bourdieu, P. (1991). Language and Symbolic Power. Harvard University Press.Braine, G. (2005). A history of research on non-native speaker English teachers. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contribu-tions to the profession (pp. 13-23). Springer US. https://doi.org/10.1007/0-387-24565-0_2Brown, H. D. (2002). English Language Teaching in the “Post-method” Era: Toward Better Diagnosis, Treat-ment, and Assessment. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 9-18). Cambridge University Press.Butler, J. (2002). Gender Trouble. Routledge.Butler, J. (2021). Excitable Speech: A politics of the Performative. Routledge.Byram, M. (2009). The Intercultural Speaker and Pedagogy of Foreign Language Education. In D. K. Deardorff (Ed.), The Sage handbook of intercultural competence(pp. 321-332). Sage.Canagarajah, A. S. (1999). Resisting Linguistic Imperialism. Oxford University Press.Canagarajah, A. S. (2007). Lingua Franca English, Multilingual Communities, and Language Acquisition. The Modern Language Journal, 91(S1), 923-939. https://doi.org/10.1111/j.1540-4781.2007.00678.xCook, V. (2005). Basing Teaching on the L2 User. In E. Llurda, E (Ed.), Nonnative Language Teachers: Perceptions, Challenges and Contributions to the Profession (pp. 47-61). Springer US.Corbett, J. (2022). An Intercultural Approach to English Language Teaching (Vol. 36). Multilingual Matters.Cruz-Arcila, F. (2020). Rural English language teacher identities: Alternative narratives of professional success. Íkala, Revista de Lenguaje y Cultura, 25(2), 435-453.Derrida, J. (1985). The Ear of the Other: Otobiography, Transference, Translation: Texts and Discussions with Jacques Derrida. Schocken Book.Derrida, J. (2016). Of Grammatology. Johns Hopkins University Press.Ellis, N. C. (2019). Essentials of a Theory of Language Cognition. The Modern Language Journal, 103, 39-60.Evans, N., & Levinson, S. C. (2009). The Myth of Language Universals: Language Diversity and Its Importance for Cognitive Science. Behavioral And Brain Sciences, 32(5), 429-448.Florez-Montaño, S., Zapata-Garcia, J. A., & Peláez-Henao, O. A. (2022). Interculturality in the English Teaching and Learning Processes. Cultura, Educación y Sociedad, 13(2), 163-182.Foucault, M. (1982). The Subject and Power. University of Chicago Press.Freeman, D., Webre, A. C., Epperson, M., Walsh, S., & Mann, S. (2019). What Counts as Knowledge in English Lan-guage Teaching. In M. B. Bauer & S. Dodson (Eds.), The Routledge Handbook of English Language Teacher Education, 13-24. Routledge.Giroux, H. (2020). Critical Pedagogy.In A. Macedo (Ed.), The Sage Handbook of Critical Pedagogies (pp. 1-16). Springer Fachmedien Wiesbaden.Gómez Sará, M. M. (2017). Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans. How, 24(1), 139-156.González, A. (2007). Professional Development of efl Teachers in Colombia: Between Colonial and Local Practices. Íkala: Revista de Lenguaje y Cultura, 12(18), 309-332.Guerrero Nieto, C. H., & Quintero Polo, Á. H. (2009). English as a Neutral Language in the Colombian National Stan-dards: A Constituent of Dominance in English Language Education. Profile: Issues in Teachers’ Professional Development, 11(2), 135-150.Haugen, E. (1972). The Ecology of Language. In A. Dil (Ed), The Ecology of Language. Stanford University Press.Hurie, A. H. (2018). ¿Inglés para la paz? Colonialidad, ideología neoliberal y expansión discursiva en Colombia Bilingüe. Íkala: revista de lenguaje y cultura, 23(2), 333-354.Key, L., & Noble, B. P. (2017). An Analysis of Ferdinand de Saussure’s Course in General Linguistics. Macat Library.Kristeva, J. (1984). Woman can never be defined. In E. Marks and I. de Coutivron (Eds.), New French Feminisms (pp. 137–141). Schocken.Kumaravadivelu, B. (2001). Toward a Postmethod Pedagogy. tesol Quarterly, 35(4), 537-560.Lacan, J. (2006 [1977]). Écrits: a selection. (A. Sheridan, Trans.). W.W. Norton and Co.Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.Llurda, E. (2005). Looking at the Perceptions, Challenges, and Contributions . . . or the Importance of Being a Non-native Teacher. In E. Llurda (Ed.), Non-native Lan-guage Teachers: Perceptions, Challenges and Contribu-tions to the Profession (pp. 1-9). Springer US. https://doi.org/10.1007/0-387-24565-0_1Mahan, K. R. (2022). The Comprehending Teacher: Scaffol-ding in Content and Language Integrated Learning (clil). The Language Learning Journal, 50(1), 74-88.Ministerio de Educación Nacional — men. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Serie Guías núm. 22.Autor.Ministerio de Educación Nacional — men. (2016). Modelo de Implementación de un Programa de Formadores Nativos Extranjeros. Autor.Miranda, N., & Valencia Giraldo, S. (2019). Unsettling the ‘Challenge’: elt Policy Ideology and the New Breach Amongst State-Funded Schools in Colombia. Changing English, 26(3), 282-294.Nunan, D. (2015). Teaching English to Speakers of Other Languages: An Introduction. Routledge.Ospina Bozzi, A. M. (2015). Mantenimiento y revitalización de lenguas nativas en Colombia. Reflexiones para el camino. Forma y función, 28(2), 11-48.Peláez-Henao, O., Echeverri, L., & Castrillón, E. (2022). The Instrumentalized Perception of English for Competitiveness: A Case Study. Pensamiento Americano, 15(29), 45-57.Perlovsky, L. (2007). Modeling Field Theory of Higher Cognitive Functions. In Artificial cognition systems (pp. 64-105). igi Global.Reynolds, B. L., Shieh, J. J., Ding, C., & Van Ha, X. (2022). Sustained Content Language Teaching: Insights from an esl and efl course. International Journal of English Studies, 22(2), 129-154Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cam-bridge University Press.Rorty, R. (2020). Contingency, Irony, and Solidarity. In Shaping Entrepreneurship Research (pp. 505-520). Routledge.Rublik, N. (2017). Language Acquisition and Cultural Mediation: Vygotskian theory. Asia Pacific Journal of Contemporary Education and Communication Technology, 1Seidlhofer, B. (2011). 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