Co-Constructing Social Justice: Language Educators Challenging Colonial Practices in Mexico

Autor/inn/en	López-Gopar, Mario E.; Schissel, Jamie L.; Leung, Constant; Morales, Julio
Titel	Co-Constructing Social Justice: Language Educators Challenging Colonial Practices in Mexico
Quelle	In: Applied Linguistics, 42 (2021) 6, S.1097-1109 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amab047
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Socioeconomic Status; Undergraduate Students; Longitudinal Studies; Multilingualism; Social Justice; Foreign Policy; Participatory Research; Action Research; American Indian Students; Teaching Methods; Learning Processes; Alienation; Educational Practices; Foreign Countries; Personal Narratives; Low Income Students; Mexico + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mehrsprachigkeit; Multilingualismus; Soziale Gerechtigkeit; Außenpolitik; Forschungstätigkeit; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Entfremdung; Bildungspraxis; Ausland; Erlebniserzählung; Mexiko
Abstract	This article involves the work of four language educators/researchers collaborating on an ongoing longitudinal multilingual participatory action research (PAR) project in a Bachelor of Arts (BA) language teaching program in Oaxaca, Mexico. Overall, this PAR project aims at the co-construction of social justice in ELT in Mexico. In particular, it explores an approach that would encourage learners to make full(er) use of their language resources to challenge the colonial othering discourses of inferiority, disability, and backwardness inherent in ELT in Mexico. The analyses reported in this article zooms in on the English learning experiences of three Indigenous background, low-socioeconomic status, female undergraduate students, and their alleged struggle with speaking English in teaching--learning and assessment activities. The purpose of this article is to illustrate how a local English teacher co-constructed social justice with these three students. To fulfill this purpose, we succinctly present the focal students life stories and address three emergent themes: (i) unveiling alienating practices in the classroom; (ii) carving out spaces for multilingualism in the English classroom; and (iii) authoring assessment as a way to enact social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01