Resisting Hegemonic Discourses on the Relation between Teaching Second Languages and Socioeconomic Development

Autor/inn/en	Cruz-Arcila, Ferney; Solano-Cohen, Vanessa; Briceño-González, María Liliana; Rincón, Ana; Lobato-Junior, Antonio
Titel	Resisting Hegemonic Discourses on the Relation between Teaching Second Languages and Socioeconomic Development
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 25 (2023) 2, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cruz-Arcila, Ferney) ORCID (Solano-Cohen, Vanessa) ORCID (Briceño-González, María Liliana) ORCID (Rincón, Ana) ORCID (Lobato-Junior, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Correlation; Second Language Learning; Second Language Instruction; English (Second Language); Socioeconomic Influences; Language Teachers; Teacher Attitudes; French; Italian; German; Portuguese; Language Role; Undergraduate Students; College Second Language Programs; Economic Development; Employment Opportunities; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sozioökonomischer Faktor; Language teacher; Sprachunterricht; Lehrerverhalten; Französisch; Italienisch; Deutscher; Portugiesischunterricht; Wirtschaftsentwicklung; Berufschance; Beschäftigungschance; Ausland; Kolumbien
Abstract	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. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01