Second Language Learning and Socioeconomic Development: Interrogating Anglonormativity from the Perspective of Pre-Service Modern Language Professionals

Autor/inn/en	Cruz Arcila, Ferney; Solano-Cohen, Vanessa; Rincón, Ana Cecilia; Lobato Junior, Antonio; Briceño-González, María
Titel	Second Language Learning and Socioeconomic Development: Interrogating Anglonormativity from the Perspective of Pre-Service Modern Language Professionals
Quelle	In: Current Issues in Language Planning, 23 (2022) 5, S.466-487 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cruz Arcila, Ferney) ORCID (Solano-Cohen, Vanessa) ORCID (Rincón, Ana Cecilia) ORCID (Lobato Junior, Antonio) ORCID (Briceño-González, María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2021.2006944
Schlagwörter	Modern Languages; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Undergraduate Students; College Second Language Programs; Economic Development; Language Role; Language Planning; French; German; Portuguese; Italian; Language Attitudes; Student Attitudes; Learning Processes; Intercultural Communication; Social Influences; Colombia + Suchen Sie Ihr Suchwort? Gegenwartssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Wirtschaftsentwicklung; Sprachwechsel; Französisch; Deutscher; Portugiesischunterricht; Italienisch; Sprachverhalten; Schülerverhalten; Learning process; Lernprozess; Interkulturelle Kommunikation; Sozialer Einfluss; Kolumbien
Abstract	In the context of an undergraduate program in modern languages that includes the learning of French, Italian, Portuguese, and German in addition to English, this paper problematizes anglonormativity; that is, the dominant discourses of English as the taken-for-granted language of development. From the particular context of Colombia, where the hegemony of English has notoriously shaped different nation-wide language policies, this study critically analyzes how languages other than English also play a significant role in socioeconomic development. As an important theoretical backdrop, this analysis follows the views of post-development to interrogate the conventional instrumental understanding of development. Based on a mixed-method study involving 407 students, in which Abric's [1994). "Practicas sociales y representaciones" "[Social practices and representations]"] model of social representations was deployed as an analytical frame to examine the meanings students construct around the process of learning international languages. Particularly, three major narratives of social representations emerged from these diverse meanings. These served to scrutinize the essentialized and hermetic discursive construction of English as the quintessential language of progress, economic growth, and intercultural communication. The study highlights the need to deconstruct these hegemonic conceptions and make room for more intrinsically grounded social representations of both socioeconomic development and language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01