"Speak English -- Don't Be Lazy!": Exploring Decolonial Approaches to Multilingual Education through a Case Study of an International School in Colombia

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Bettney, Esther
Titel	"Speak English -- Don't Be Lazy!": Exploring Decolonial Approaches to Multilingual Education through a Case Study of an International School in Colombia
Quelle	(2022), (265 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-3113-9
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; International Schools; Multilingualism; Teaching Methods; Case Studies; Colonialism; International Organizations; Educational Change; Language of Instruction; Spanish; Power Structure; Educational Policy; American Indian Languages; Second Languages; Barriers; Second Language Programs; Student Attitudes; Elementary Secondary Education; Colombia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; International school; Internationale Schule; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Kolonialismus; International organisation; International organisations; International organization; Internationale Organisation; Bildungsreform; Teaching language; Unterrichtssprache; Spanisch; Politics of education; Bildungspolitik; Second language; Zweitsprache; Schülerverhalten; Kolumbien
Abstract	The promotion of language ideologies, policies and pedagogies that treat languages as separate and hierarchical has become a central concern for critical education scholars. In this case study, I explore how school actors at Colegio Colombiano (CC), an international school in Colombia, engaged with critical approaches to bi/multilingual education to leverage the fluid identities and languaging practices of plurilingual teachers and students. In my first data chapter, I place CC within its larger educational context by showing how a logic of coloniality informs both public and private K-12 foreign language education in Colombia. This logic of coloniality reflects a hierarchy of actors within the field of foreign language education in Colombia with external international organizations holding significant power and influence over local priorities. I build on these findings to call international schools into current conversations about decolonizing language education in Colombia. In my second data chapter, I consider how school actors' language ideologies impacted the creation and enactment of language policies at CC. I describe a spectrum to show how faculty demonstrated a significant shift away from hegemonic ideologies and oppressive language policies through an increasing recognition of the importance of Spanish. While explicit messages about English as superior were no longer officially promoted at CC, colonialistic ideologies and policies persisted which valorized English, denigrated Spanish, and completely ignored other societal and home languages. In my final data chapter, I explore how teachers and students engaged with translanguaging pedagogies. While many teachers expressed a desire to leverage their and their students' plurilingual repertoires they felt limited by significant obstacles, including the school's strict model of language separation. Elementary students generally demonstrated a willingness to engage with translanguaging pedagogies, while older students expressed a complex resistance as they negotiated their bilingual identities. In my concluding chapter, I return to the identified logic of coloniality to discuss how international school communities can unveil and interrogate colonialistic understandings of languages, language users and languaging practices. I propose the "Decolonizing International Multilingual Education" (DIME) framework as a tool to guide schools in the work of decolonizing their language programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01