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Unauthorized outlooks on second languages education and policies = voices from Colombia /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Unauthorized outlooks on second languages education and policies/ edited by Carmen Helena Guerrero-Nieto.
Reminder of title:	voices from Colombia /
other author:	Guerrero-Nieto, Carmen Helena.
Published:	Cham :Springer International Publishing : : 2023.,
Description:	xvii, 237 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1: Disobedient ELT research: breaking the rules, finding alternatives, invoking other ontologies -- Chapter 2: Colombian Language Teachers' Storied Agency: Can It Actually Challenge the Neoliberal Inset of Education Policies?- Chapter 3: Breaking the silence and Empowering Pre-Service English Language Teachers through Critical Collaborative Autoethnography -- Chapter 4: Teaching Spanish and cultural identity: a decolonial perspective -- Chapter 5: Towards a Paradigm Shift in ELT in Colombia -- Chapter 6: Deskilling of English teachers: Neoliberalism, internal colonialism, and the reification of English -- Chapter 7: An Approach to The Discourse of Standard English: Unveiling A Disciplinary Power Exercise in the English Language Curriculum -- Chapter 8: Educational policies in language teaching learning process in Colombia: subjectivities, resistance and struggles -- Chapter 9: English and socioeconomic development: The need to reorient pedagogy in L2 education -- Chapter 10: Examining racialised practices in ELT: enhancing critical new horizons.
Contained By:	Springer Nature eBook
Subject:	English language - Study and teaching - Colombia. -
Online resource:	https://doi.org/10.1007/978-3-031-45051-8
ISBN:	9783031450518

Unauthorized outlooks on second languages education and policies = voices from Colombia /
Unauthorized outlooks on second languages education and policiesvoices from Colombia /[electronic resource] :edited by Carmen Helena Guerrero-Nieto. - Cham :Springer International Publishing :2023. - xvii, 237 p. :ill., digital ;24 cm.

Chapter 1: Disobedient ELT research: breaking the rules, finding alternatives, invoking other ontologies -- Chapter 2: Colombian Language Teachers' Storied Agency: Can It Actually Challenge the Neoliberal Inset of Education Policies?- Chapter 3: Breaking the silence and Empowering Pre-Service English Language Teachers through Critical Collaborative Autoethnography -- Chapter 4: Teaching Spanish and cultural identity: a decolonial perspective -- Chapter 5: Towards a Paradigm Shift in ELT in Colombia -- Chapter 6: Deskilling of English teachers: Neoliberalism, internal colonialism, and the reification of English -- Chapter 7: An Approach to The Discourse of Standard English: Unveiling A Disciplinary Power Exercise in the English Language Curriculum -- Chapter 8: Educational policies in language teaching learning process in Colombia: subjectivities, resistance and struggles -- Chapter 9: English and socioeconomic development: The need to reorient pedagogy in L2 education -- Chapter 10: Examining racialised practices in ELT: enhancing critical new horizons.

This edited book presents a critical vision of language and education policies and practices in Colombia, examining neoliberal perspectives which influence the promotion of English at all levels in the Colombian educational system. Some of the chapters emphasize questions of language teacher recognition and empowerment, while others focus on both teachers and students' visions of national policies, particularly with regard to colonial and Eurocentric discourses and subsequent discriminatory practices. The volume throws light on recent language and education policies and practices in a South American country where much current research in this area is published in Spanish but not in English, and it gives visibility to voices that are often missing from the global conversation around English language teaching (ELT) Making these voices heard is part of a decolonial project that gives legitimacy to "unauthorized outlooks", embodies knowledge, and focuses on presenting alternatives to second language teaching-learning and research practices from the Global North ontoepistemology. This book will be of interest to students and scholars of ELT, Language Policies and Planning, Applied Linguistics, and Postcolonial and Decolonial Studies. It also has international appeal, as its localized gaze can bring about important considerations regarding other local knowledges.

ISBN: 9783031450518

Standard No.: 10.1007/978-3-031-45051-8doiSubjects--Topical Terms:

3756614
English language
--Study and teaching--Colombia.

LC Class. No.: LB1576

Dewey Class. No.: 428.00710861

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505 0 $a Chapter 1: Disobedient ELT research: breaking the rules, finding alternatives, invoking other ontologies -- Chapter 2: Colombian Language Teachers' Storied Agency: Can It Actually Challenge the Neoliberal Inset of Education Policies?- Chapter 3: Breaking the silence and Empowering Pre-Service English Language Teachers through Critical Collaborative Autoethnography -- Chapter 4: Teaching Spanish and cultural identity: a decolonial perspective -- Chapter 5: Towards a Paradigm Shift in ELT in Colombia -- Chapter 6: Deskilling of English teachers: Neoliberalism, internal colonialism, and the reification of English -- Chapter 7: An Approach to The Discourse of Standard English: Unveiling A Disciplinary Power Exercise in the English Language Curriculum -- Chapter 8: Educational policies in language teaching learning process in Colombia: subjectivities, resistance and struggles -- Chapter 9: English and socioeconomic development: The need to reorient pedagogy in L2 education -- Chapter 10: Examining racialised practices in ELT: enhancing critical new horizons.
520 $a This edited book presents a critical vision of language and education policies and practices in Colombia, examining neoliberal perspectives which influence the promotion of English at all levels in the Colombian educational system. Some of the chapters emphasize questions of language teacher recognition and empowerment, while others focus on both teachers and students' visions of national policies, particularly with regard to colonial and Eurocentric discourses and subsequent discriminatory practices. The volume throws light on recent language and education policies and practices in a South American country where much current research in this area is published in Spanish but not in English, and it gives visibility to voices that are often missing from the global conversation around English language teaching (ELT) Making these voices heard is part of a decolonial project that gives legitimacy to "unauthorized outlooks", embodies knowledge, and focuses on presenting alternatives to second language teaching-learning and research practices from the Global North ontoepistemology. This book will be of interest to students and scholars of ELT, Language Policies and Planning, Applied Linguistics, and Postcolonial and Decolonial Studies. It also has international appeal, as its localized gaze can bring about important considerations regarding other local knowledges.
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