Translingual perspectives in focus:
(de)coloniality in English teaching
DOI:
https://doi.org/10.26512/rhla.v24i1.56463Keywords:
Translanguaging, Decoloniality, English language teachingAbstract
Linguistic pluralism, from a translingual perspective in English language teaching, can serve as a decolonizing theoretical-methodological alternative to monolingual approaches in which traditional standards of language teaching indicate what would or would not be acceptable. This article emerges from the ongoing research of a doctoral thesis, to be defended in March 2027 at the Center for Emancipatory Studies and Research in Language at the Federal University of Mato Grosso.It aims at understanding to understand the English language teaching process through a bibliographic discussion on issues such as monolingualism, translanguaging and decolonization in English language education. The discussion goes beyond recognizing the teacher's creativity/autonomy, instrumentalized by practices that consider the linguistic-cultural repertoire of the student in the development of a translingual teaching-learning culture. It also poses possible questions on (post)structuralist stances in the teaching of an Additional Language. Drawing on the works of authors such as Garcia and Lee Wei (2014), Pennycook (2017), Canagarajah (2017), Mignolo (2017), as well as Walsh and Candau (2018), linguistic-cultural discussions are put forward in this article. As such, the reflections presented can contribute to a proposal for the promotion of a translingual culture within the perspective of creating an additional language teaching methodology.
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