From the Coloniality of Language to the Decolonization of Thinking, Feeling and Acting of Teachers of English as a Foreign Language

Párraga J.S.S.; Cárdenas E.M.P. · Revista de Filosofia (Venezuela) (2022) · DOI: 10.5281/zenodo.6785580

Resumen

This paper, developed under the hermeneutic-documentary method, aims to analyze the role of teaching English as a foreign language in the Latin American scenario. To achieve this end, the research explores the following aspects: 1) It presents the conceptualization of coloniality as a fundamental element for understanding colonial legacies, the advancement of global society and the epistemic impositions present in the Latin American region. 2) Point out how English has become the hegemonic language par excellence, transmitting, more than words, a cultural imprint that codifies existence, by promoting globalization, capitalism, as well as ways of living and expressing oneself, which do not reflect the reality of the regional context. 3) Indicates the role of English teaching in Latin America, which has been determined by the development of instrumental skills, which emphasize the monitoring and evaluation of students, leaving aside aspects inherent to the understanding of culture and intercultural dialogue. 4) It raises the urgency of decolonizing the teaching of English as a foreign language, modifying the banking conception of education, tending towards a critical pedagogy and the projection of an inclusive society. It concludes on the importance of the decolonization of knowledge, the dialogue between cultures and the use of other methods for teaching English.

Instituciones: Universidad Continental