Addressing Race in English Language Teaching

Autor/inn/en	Coachman, Erika de Freitas; Fernandes, Izabelle da Silva
Titel	Addressing Race in English Language Teaching
Quelle	In: AILA Review, 36 (2023) 1, S.64-90 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coachman, Erika de Freitas) ORCID (Fernandes, Izabelle da Silva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Metalinguistics; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Instructional Materials; Critical Race Theory; Discourse Analysis; Language Attitudes; Material Development; Learning Activities; Grade 7; Student Diversity; Socioeconomic Background; Racism; Brazil + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Diskursanalyse; Sprachverhalten; Lehrmaterialentwicklung; Lernaktivität; School year 07; 7. Schuljahr; Schuljahr 07; Sozioökonomische Lage; Rassismus; Brasilien
Abstract	The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic materials produced. Results have indicated that the discourse genres selected (Bakhtin, 2003/1979 apud Tilio, 2017) and the set of activities developed are permeated by social voices (Bakhtin, 1981) that promote decolonial dialogues in the English language classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01