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Resisting Hegemonic Discourses on the Relation Between Teaching Second Languages and Socioeconomic Development
Resistiendo discursos hegemónicos sobre la relación entre la enseñanza de segundas lenguas y el desarrollo socioeconómico
DOI:
https://doi.org/10.15446/profile.v25n2.103953Keywords:
English, modern languages, postdevelopment, socioeconomic development (en)desarrollo socioeconómico, inglés, lenguas modernas, posdesarrollo (es)
This study examines hegemonic discourses on English and socioeconomic development from teachers’ perspectives. Specifically, it scrutinizes the sorts of positions a group of 36 teachers of English, French, Italian, German, and Portuguese in an undergraduate program of modern languages take towards both the predominant narrative of English as the language of development and the role that the languages they teach may also play. Using postdevelopment as a theoretical framework, teachers’ social representations around the languages they teach are analyzed. Findings suggest that, although there is a strong tendency to uncritically accept and accommodate instrumental and Anglo normative views of development, “small hopes” for configuring plural, locally sensitive, less instrumental, and ecological understandings are also emerging.
Este estudio examina, desde la perspectiva de los profesores, los discursos hegemónicos del inglés en relación con el desarrollo socioeconómico. En particular, analizamos los tipos de posicionamientos que toma un grupo de 36 profesores de inglés, francés, italiano, alemán y portugués en un programa de pregrado frente a la narrativa predominante del inglés como lengua de desarrollo y el papel que las lenguas que enseñan pueden desempeñar frente a esta narrativa. Apoyados teóricamente en el posdesarrollo, analizamos las representaciones sociales de los docentes en torno a las lenguas que enseñan. Los resultados sugieren que, aunque existe una tendencia a aceptar acríticamente las visiones instrumentales y anglonormativas del desarrollo, también surgen “pequeñas esperanzas” de interpretaciones plurales, localmente sensibles, menos instrumentales y ecológicas.
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1. Carmen Helena Guerrero‐Nieto, Jairo Enrique Castañeda‐Trujillo. (2024). Facing neoliberalism in education: How English language teachers enact their critical identities. TESOL Journal, 15(3) https://doi.org/10.1002/tesj.785.
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Copyright (c) 2023 Ferney Cruz-Arcila, Vanessa Solano-Cohen, María Liliana Briceño-González, Ana Rincón, Antonio Lobato-Junior
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