A Decolonial Approach in English Language Teaching as a Lingua Franca:
Problematizations and Implications
DOI:
https://doi.org/10.53282/sul-sul.v5i1.1014Keywords:
Teacher Education, English Language Teaching, English as a Lingua Franca, Decoloniality, Global SouthAbstract
Language is a social practice and, therefore, is embedded within social, cultural, political, and economic relations. According to Benesch (2001), language is a site of struggle, a range of discourses competing for legitimacy in specific social contexts where power is unevenly distributed. Due to its transnational and transcultural scope, English is increasingly understood as a Lingua Franca that challenges the ideology of the supposed superiority of the native speaker, as well as the concept of the nation-state and the interrelations between language, territory, and culture. Furthermore, since the establishment of the Modernity/Coloniality group (CASTRO-GOMEZ; GROSFOGUEL, 2007), theories of decoloniality have been widely discussed in various academic fields, including Applied Linguistics and English teaching and learning. For this reason, Souza and Duboc (2021) argue in favor of a more performative decolonial praxis in order to identify, interrogate, and disrupt coloniality in different spheres of contemporary social relations, including language teaching and learning. In this sense, this article aims to reflect upon the role of English as a Lingua Franca (ELF) in teacher education as a key concept for promoting a decolonial approach to English language teaching from the Global South.
Downloads
References
ASHCROFT, Bill, GRIFFITHS, Gareth, TIFFIN, Helen. The Empire Writes Back. London, England: Routledge, 1989.
BENESCH, Sarah. Critical English for academic purposes, then and now. The Encyclopedia of Applied Linguistics, November 2012. DOI: https://doi.org/10.1002/9781405198431.wbeal0278 Accessed: April 4th, 2024.
BORDINI, Marcela, GIMENEZ, Telma. Estudos sobre Inglês como Língua Franca no Brasil (2005-2012): uma metassíntese qualitativa. SIGNUM: Estud. Ling. Londrina, 17, no. 1, p. 10-43, 2014.
BRASIL. Orientações Curriculares para o Ensino Médio: linguagens, códigos e suas tecnologias – conhecimentos de línguas estrangeiras. Brasília: Ministério da Educação/Secretaria de Educação Básica, 2006. Available at: http://portal.mec.gov.br/seb/arquivos/pdf/book_volume_01_internet.pdf. Accessed: April 10th, 2024.
BRASIL. Base Nacional Comum Curricular (BNCC). Educação é a Base. Brasília, MEC/CONSED/UNDIME, 2018. Available at: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf.
Accessed: April 10th, 2024.
CALVO, Luciana Cabrini Simões; EL KADRI, Michele Salles. Mapeamento de estudos nacionais sobre inglês como língua franca: lacunas e avanços. In: GIMENEZ Telma, CALVO, Luciana Cabrini Simões, EL KADRI, Michele Salles (ed.). Inglês como língua franca: ensino-aprendizagem e formação de professores. Campinas: Pontes Editores, 2011, p. 17-44.
CANAGARAJAH, Suresh. Foreword. In: CLEMENTE, Angeles; HIGGINS, Michael. Performing English with a post-colonial accent: Ethnographic narratives from Mexico. London: The Tufnell Press, 2008, pp. ix–xiii.
CASTRO-GOMEZ, Santiago; GROSFOGUEL, Ramon. El giro descolonial: Reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores; Universidad Central, Instituto de Estudios Sociales Contemporáneos y Pontificia Universidad Javeriana, Instituto Pensar, 2007.
DUBOC, Ana Paula; SIQUEIRA, Sávio. ELF feito no Brasil: Expanding Theoretical Notions, Reframing Educational Policies. Status Quaestionis, [S. l.], v. 2, n. 19, p. 231-238, 2020. DOI: 10.13133/2239-1983/17135. Available at: https://rosa.uniroma1.it/rosa03/status_quaestionis/article/view/17135. Accessed: April 17th, 2024.
DUDLEY-EVANS Tony, ST. JOHN Maggie Jo. Developments in ESP: a Multi-Disciplinary Approach. Cambridge: Cambridge University Press; 1998.
DUSSEL, Enrique. Europe, Modernity, and Eurocentrism. Nepantla: Views from South, v. 1, n. 3, p. 465-478, 2000. Available at: https://muse.jhu.edu/article/23901/pdf. Accessed: April 10th, 2024.
FERRAZ, Daniel de Mello. Neoliberalismo e Educação em Línguas Estrangeiras. (Con)textos Linguísticos, v. 9, n.14, p. 55-71, 2015. Available at: https://periodicos.ufes.br/contextoslinguisticos/article/view/10502. Accessed: April 22nd, 2024.
GIMENEZ, Telma, EL KADRI, Michele Salles, CALVO, Luciana Cabrini Simões, SIQUEIRA, Domingos Sávio Pimentel, PORFIRIO, Lucielen. Inglês como língua franca: desenvolvimentos recentes. RBLA, Belo Horizonte, v. 15, n. 3, p. 593-619, 2015.
GIMENEZ, Telma; EL KADRI, Michele Salles; CALVO, Luciana Cabrini Simões (ed). English as a lingua franca in teacher education: a Brazilian perspective. Berlin/Boston: De Gruyter Mouton, 2018a.
GIMENEZ, Telma; EL KADRI, Michele Salles; CALVO, Luciana Cabrini Simões. “ELF in Brazil: recent developments and further directions.” In: The Routledge Handbook of English as a Lingua Franca. Edited by Jennifer Jenkins, Will Baker, and Martin Dewey. London/New York: Routledge, 2018b, p. 176-185.
GUILHERME, Manuela; MENEZES DE SOUZA, Lynn Mário Trindade. Glocal Languages, the South Answering Back. In: GUILHERME, Manuela; MENEZES DE SOUZA, Lynn Mário Trindade. Glocal Languages and Critical Intercultural Awareness: The South Answers Back. New York and London: Routledge, 2019, p. 1-13.
HALL, Stuart. A Identidade Cultural na Pós-modernidade. Tradução: Tomaz Tadeu da Silva e Guacira Lopes Louro. Rio de Janeiro: DP&A, 1998.
HOLLIDAY, Adrian. The struggle to teach English as an international language. Oxford,
England: Oxford University Press, 2005.
HUTCHINSON, Tom; WATERS, Alan. English for Specific Purposes - a learning-centered approach. Cambridge, Cambridge University Press, 1987.
JENKINS, Jennifer. Accommodating (to) ELF in the international university. Journal of Pragmatics, v. 13, n. 4, p. 926-936, 2011.
JENKINS, Jennifer. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, v. 2, n. 3, p. 49-85, 2015.
KUBOTA, Ryoku, CHING, Liz. Gender and Race in ESP research. The Handbook of English for Specific Purposes (First edition). Edited by Brian Paltridge and Susan Starfield (online). John Wiley & Sons, Inc., 2013, p. 481-499. DOI: https://doi.org/10.1002/9781118339855.ch25 Accessed: April 10th, 2024.
KUMARAVADIVELU, Braj. The Decolonial Option in English Teaching: Can the Subaltern Act? TESOL Quarterly, Vol. 50, No. 1, p. 66-85, 2016. Available at: https://www.jstor.org/stable/43893803. Accessed: April 10th, 2024.
KUMARAVADIVELU, Braj. Understanding Language Teaching: From Method to Postmethod. New Jersey: Lawrence Erlbaum Associates, Inc., 2006
LANDER, Edgardo. Ciências sociais: saberes coloniais e eurocêntricos. In: LANDER, E. A colonialidade do saber: eurocentrismo e ciências sociais. Perspectivas latino-americanas. Buenos Aires: Colección Sur Sur, CLACSO, 2005, p. 8-22. Available at: https://libreria.clacso.org/publicacion.php?p=164&c=13. Accessed: April 10th, 2024.
LAVAL, Christian. A escola não é uma empresa: o neoliberalismo em ataque ao ensino público (1ed.). Tradução de Mariana Echalar. São Paulo: Boitempo, 2019.
LEFFA, Vilson. Ensino de línguas: passado, presente e futuro. Revista de Estudos da Linguagem, Belo Horizonte, v. 20, n. 2, p. 389-411, jul./dez. 2012. Available at: http://www.periodicos.letras.ufmg.br/index.php/relin/article/view/2755. Accessed: April 10th, 2024.
MCKAY, Sandra Lee. Teaching English as an international language: Rethinking goals and
approaches. Hong Kong: Oxford University Press, 2002.
MIGNOLO, Walter. Epistemic Disobedience, Independent Thought and De-Colonial Freedom. Theory, Culture & Society, 26, nº 7-8 p. 1-23, 2009.
MONTE MÓR, Walkyria.; MORGAN, Brian. Between Conformity and Critique. Developing “Activism” and Active Citizenship: Dangerous Pedagogies? Revista Interfaces Brasil/Canadá, v. 14, n. 2, p. 16-35, 2014. Available at: https://periodicos.ufpel.edu.br/ojs2/index.php/interfaces/article/view/6733/4639. Accessed: April 10th, 2024.
QUIJANO, Aníbal. Colonialidade do poder, eurocentrismo e América Latina. In: ______. A colonialidade do saber: eurocentrismo e ciências sociais, perspectivas latinoamericanas. Buenos Aires: CLACSO, 2005, p. 117-142.
PARDO, Fernando da Silva. Decoloniality and language teaching: perspectives and challenges for the construction of embodied knowledge in the current political scene. Revista Letras Raras. Campina Grande, v. 8, n. 3, p. 198-218, set. 2019. ISSN 2317-2347. DOI: http://dx.doi.org/10.35572/rlr.v8i3.1422. Accessed: April 10th, 2024.
PENNYCOOK, Alastair. Language as a Local Practice. London and New York: Routledge, 2010.
PENNYCOOK, Alastair; MAKONI, Sinfree. Innovations and Challenges in Applied Linguistics from the Global South. London and New York: Routledge, 2020.
SEIDLHOFER, Barbara. Understanding English as a Lingua Franca. Oxford: Oxford University Press, 2011.
SHOHAMY, Elana. Language tests as language policy tools. Assessment in Education: Principles, Policy & Practice, 14:1, p. 117-130, 2007. DOI: https://doi.org/10.1080/09695940701272948. Accessed: April 15th, 2024.
SIQUEIRA, Domingos Sávio Pimentel. Por uma educação linguística crítica. In: PESSOA, R. R.; SILVESTRE, V. P. V.; MONTE MÓR, W. Perspectivas de educação linguística no Brasil: trajetórias e práticas de professoras/es universitárias/os de inglês. São Paulo: Pá de palavra, 2018, p. 201-212.
SIQUEIRA, Domingos Sávio Pimentel. O papel do professor na desconstrução do “mundo plástico” do livro didático de LE. In: ASSIS-PETERSON, Ana Antônia de; BARROS, Solange Maria de (Org.). Formação crítica de professores de línguas: desejos e possibilidades. São Carlos, SP: Pedro & João Editores, 2010, p. 225-253.
SOUZA, Lynn Mário Trindade Menezes de; DUBOC, Ana Paula Martinez. De-universalizing the decolonial: between parentheses and falling skies. Gragoatá, Niterói, v. 26, n. 56, p. 876-911, 202. Available at: https://doi.org/10.22409/gragoata.v26i56.51599. Accessed: April 10th, 2024.
SOUZA, Lynn Mário Trindade Menezes de. Foreword. In: MAKONI, Sinfree, PENNYCOOK, Alastair. Innovations and Challenges in Applied Linguistics from the Global South. London and New York: Routledge, 2020, p. x- xii.
