Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives

In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional l...

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Autor principal:	Yamith José Fandiño-Parra
Formato:	article
Lenguaje:	EN ES
Publicado:	Universidad Distrital Francisco José de Caldas 2021
Materias:	decolonization educational policy english language teaching in colombia teacher education teaching teaching practice Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/014a4f7d6f72414281ad7827f983bbb9
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spelling	oai:doaj.org-article:014a4f7d6f72414281ad7827f983bbb92021-11-08T16:41:12ZDecolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives10.14483/22487085.170870123-46412248-7085https://doaj.org/article/014a4f7d6f72414281ad7827f983bbb92021-09-01T00:00:00Zhttps://revistas.udistrital.edu.co/index.php/calj/article/view/17087https://doaj.org/toc/0123-4641https://doaj.org/toc/2248-7085In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional lives, and research agendas. However, at the same time, they are expected to engage in practices and processes that allow for personal adaptation and social change. Amid this ambivalence, this reflection paper makes a call to decolonize ELT in Colombia. To this effect, this paper reviews some basic epistemological perspectives such as colonialism and decolonial studies. Then, it proposes the decolonization of ELT, along with a grammar of decoloniality based on discursive alternatives about power, knowledge, and being with the potential of bringing about a transformative teacher subjectivation. The main conclusion is that the Colombian ELT community needs to first deconstruct dominant structures and strategies that enact epistemic and cultural dominance of the global north, and then construct alternative discourses and practices that acknowledge and disseminate the singularities of its knowledge and culture.Yamith José Fandiño-ParraUniversidad Distrital Francisco José de Caldasarticledecolonizationeducational policyenglish language teaching in colombiateacher educationteachingteaching practicePhilology. LinguisticsP1-1091ENESColombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 166-181 (2021)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	decolonization educational policy english language teaching in colombia teacher education teaching teaching practice Philology. Linguistics P1-1091
spellingShingle	decolonization educational policy english language teaching in colombia teacher education teaching teaching practice Philology. Linguistics P1-1091 Yamith José Fandiño-Parra Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
description	In times of geocultural subalternization of knowledge and education, English language teaching (ELT) is torn between subalternizing policies and subjectivating practices. Within this context, ELT teacher educators face policies and discourses aimed at framing their teaching practices, professional lives, and research agendas. However, at the same time, they are expected to engage in practices and processes that allow for personal adaptation and social change. Amid this ambivalence, this reflection paper makes a call to decolonize ELT in Colombia. To this effect, this paper reviews some basic epistemological perspectives such as colonialism and decolonial studies. Then, it proposes the decolonization of ELT, along with a grammar of decoloniality based on discursive alternatives about power, knowledge, and being with the potential of bringing about a transformative teacher subjectivation. The main conclusion is that the Colombian ELT community needs to first deconstruct dominant structures and strategies that enact epistemic and cultural dominance of the global north, and then construct alternative discourses and practices that acknowledge and disseminate the singularities of its knowledge and culture.
format	article
author	Yamith José Fandiño-Parra
author_facet	Yamith José Fandiño-Parra
author_sort	Yamith José Fandiño-Parra
title	Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
title_short	Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
title_full	Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
title_fullStr	Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
title_full_unstemmed	Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
title_sort	decolonizing english language teaching in colombia: epistemological perspectives and discursive alternatives
publisher	Universidad Distrital Francisco José de Caldas
publishDate	2021
url	https://doaj.org/article/014a4f7d6f72414281ad7827f983bbb9
work_keys_str_mv	AT yamithjosefandinoparra decolonizingenglishlanguageteachingincolombiaepistemologicalperspectivesanddiscursivealternatives
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Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives

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