Lengua, poder e identidad en el aprendizaje del inglés: el caso de estudiantes de la Sierra Norte de Puebla; Linguagem, poder e identidade na aprendizagem de inglês: O caso dos estudantes da Serra Norte de Puebla; Language, Power, and Identity in Learning English: the Case of Students from the Sierra Norte de Puebla

Colette Despagne

Resumen


Resumen: Este estudio de caso etnográfico crítico se basa en el proceso de aprendizaje del inglés como lengua extranjera en México por parte de estudiantes indígenas y mestizos originarios de la Sierra Norte de Puebla. El objetivo del estudio es, por una parte, identificar y comprender los factores que contribuyen a generar los desafíos que estos estudiantes deben afrontar al aprender inglés, y por otra, analizar los factores que influyen en el compromiso de los estudiantes para aprender la lengua. La investigación se enmarca en el área de lingüística aplicada (crítica) y en las teorías postcoloniales para entender el contexto socio-histórico en el cual se sitúan los estudiantes al aprender inglés, y cuestionar las relaciones de poder y las desigualdades entre lenguas y culturas en México.

Palabras clave: aprendizaje del inglés; población indígena; México; postcolonialismo; lingüística aplicada crítica.

 

Resumo: Este estudo de caso etnográfico crítico baseia-se no processo de aprender inglês como língua estrangeira no México por estudantes indígenas e mestiços da Serra Norte de Puebla. O objetivo do estudo é, por um lado, identificar e compreender os fatores que contribuem para gerar os desafios que esses alunos devem enfrentar ao aprender inglês e, por outro lado, analisar os fatores que influenciam o compromisso dos alunos em aprender a língua. A pesquisa enquadra-se na área das teorias lingüísticas aplicadas (críticas) e pós-coloniais para entender o contexto sócio-histórico em que os alunos são colocados para aprender inglês e questionar as relações de poder e as desigualdades entre as línguas e as culturas no México

Palavras-chave: aprendizado de língua inglesa; população indígena; México; pós-colonialismo; linguística crítica aplicada.

 

Abstract: This critical ethnographic case study is based on the process of learning English as a foreign language in Mexico by indigenous and mestizo students from the Sierra Norte de Puebla. The objective of the study is, on the one hand, to identify and understand the factors that contribute to generate the challenges that these students must face when learning English, and on the other, to analyze the factors that influence the students' commitment to learn the language. The research is framed in the area of applied linguistics (critical) and postcolonial theories to understand the socio-historical context in which students are placed when learning English, and to question power relations and inequalities between languages and cultures in Mexico.

Key Words: learning English, indigenous population, Mexico, post-colonialism, critical applied linguistics.


Texto completo:

HTML

Referencias


Benson, Phil. 1997. The philosophy and politics of learner autonomy. En Autonomy and independence in language learning, eds. Phil Benson y Peter Voller, 18–34. Harlow, England: Pearson Education.

Bourdieu, Pierre. 2001. Langage et pouvoir symbolique. France: Essais Points.

Candelier, Michel (coord.). 2012. A framework of reference for pluralistic approaches to languages and culture (FREPA). Graz, Austria: European Center for Modern Languages / Council of Europe Publishing.

Carrillo Trueba, César. 2009. El racismo en México: Una visión sintética. México: CONACULTA.

Castro-Gómez, Santiago. 2008. (Post)coloniality for dummies: Latin American perspectives on modernity, coloniality, and the geopolitics of knowledge. En Coloniality at large: Latin America and the post-colonial debate, eds. Mabel Mabel, Enrique Dussel y Carlos A. Jaúregui, 259–285. Durham, NC: Duke University Press.

Chamot, Anna Uhl y O’Malley J. Michael. 1994. The CALLA handbook: How to implement the cognitive academic language learning approach. Boston, MA: Addison-Wesley.

Cook, Vivian. 1992. “Evidence for multi-competence”. Language Learning, 42(4): 557–591.

Coste, Daniel y Simon, Diana-Lee. 2009. The plurilingual social actor. Language, citizenship and education. International Journal of Multilingualism, 6(2), 168–185.

Denzin, Norman K. 2005. Emancipatory discourses and the ethics and politics of interpretation. En The Sage handbook of qualitative research, eds. Norman K. Denzin y Yvonna S. Lincoln, 933–958. Thousands Oaks, CA: Sage.

Denzin, Norman K. y Lincoln, Yvonna S. 2005. The discipline and practice of qualitative research. En The Sage handbook of qualitative research, eds. Norman K. Denzin y Yvonna S. Lincoln, 1–32. Thousands Oaks, CA: Sage.

Despagne, Colette. 2010. The difficulties of learning English: Perceptions and attitudes in Mexico. Canadian and International Education. Education Canadienne et Internationale, 39(2): 55–74.

Despagne, Colette. 2013. An Investigation into identity, power and autonomous EFL learning by Indigenous and minority students in post-secondary education: A Mexican case study. Tesis de doctorado, Western University.

Despagne, Colette. 2015. Autonomous pluralistic learning strategies among Mexican Indigenous and Minority University Students learning English. Canadian Modern Language Review 71(noviembre): 362-382.

Dodson, Lisa, Deborah Piatelli y Leah Schmalzbauer. 2007. “Researching inequality through interpretive collaborations: Shifting power and the unspoken contract”. Qualitative Inquiry, 13(6): 821–843.

Escobar, Arturo. 2005. Más allá del tercer mundo: Globalización y diferencia. Bogotá: Instituto Colombiano de Antropología e Historia.

García, Ofelia y Claire E. Sylvan. 2011. Pedagogies and practices in multilingual classrooms: Singularities in pluralities. Modern Language Journal, 95(3): 385–400.

Gómez Izquierdo, Jorge y María Eugenia Sánchez Díaz de Rivera. 2011. La ideología mestizante, el guadalupanismo y sus repercusiones sociales: Una revisión crítica de la identidad. Puebla, México: Lupus Inquisitor.

Hall, Stuart. 1996. Who needs identity? En Questions of cultural identity, eds. Stuart Hall y Paul du Gay, 1–17. London, England: Sage.

Holec, Henri. 1981. Autonomy and foreign language learning. Oxford, England: Pergamon.

Little, David. 2007. “Language learner autonomy: Some fundamental considerations revisited”. Innovation in Language Learning and Teaching, 1(1): 14–29.

Mignolo, Walter D. 2000. Local histories / global designs: Coloniality, subaltern knowledges, and border thinking. Princeton, NJ: Princeton University.

Mignolo, Walter D. 2005. La idea de América Latina: La herida colonial y la opción decolonial. Barcelona: Gedisa.

Mignolo, Walter. 2008. The geopolitics of knowledge and the colonial difference. En Coloniality at large: Latin America and the post-colonial debate, eds. Mabel Mabel, Enrique Dussel y Carlos A. Jaúregui, 225–258. Durham, NC: Duke University Press.

Norton Peirce, Bonny. 1995. “Social identity, investment, and language learning”. TESOL Quarterly, 29(1): 9–32.

Norton, B., & Toohey, Kelleen. 2011. “Identity, language learning, and social change”. Language Teaching, 44(4): 412–446.

Norton, Bonny y Toohey, Kelleen. 2004 (Eds.). Critical pedagogies and language learning. Cambridge, England: Cambridge University Press.

Norton, Bonny. 2001. Non-participation, imagined communities, and the language classroom. In Learner contributions to language learning: New directions in research, ed. Michael Breen, 159–171. London: Longman-Pearson Education.

Oxford, Rebecca L. 2003. Toward a more systematic model of L2 learner autonomy. En Learner autonomy across cultures: Language Education Perspectives, eds. David Palfreyman & Richard Smith, 75–91. New York, NY: Palgrave Macmillan.

Pennycook, Alastair. 2001. Critical applied linguistics: A critical introduction. Mahwah, NJ: Erlbaum.

Ribé, Ramón. 2003. Tramas in the foreign language classroom: Autopoietic networks for learner growth. En Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment, eds. David Little, Jennifer Ridley y Ema Ushioda, 11–28. Dublin, Ireland: Authentik.

Sayer, Peter. 2007. Legitimate speakers? An ethnographic study of Oaxacan EFL teachers’ ideologies about English. Tesis de doctorado, Universidad Estatal de Arizona.

Schmelkes, Sylvia. 2006. “La interculturalidad en la educación básica”. Revista PRELAC 3: 120–127.

Smith, Linda Tuhiwai. 1999. Decolonizing methodologies: Research and Indigenous peoples. London, England: Zed Books.

Stake, Robert. 2005. Qualitative case studies. En The Sage handbook of qualitative research, eds. Norman K. Denzin y Yvonna S. Lincoln, 443–466. Thousand Oaks, CA: Sage.

Toohey, Kelleen, & Norton, Bonny. 2003. Learner autonomy as agency in sociocultural settings. En Learner autonomy across cultures: Language Education Perspectives, eds. David Palfreyman & Richard Smith, 58–72. London, England: Palgrave Macmillan.

Wenden, Anita. 1991. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Hampstead, UK: Prentice Hall International.

Yin, Robert K. 2006. Case study methods. En The handbook of complementary methods in education research, eds. Judith Green, Gregory Camilli y Patricia Elmore, 111–122. London, England: Lawrence Erlbaum Associates.


Enlaces refback

  • No hay ningún enlace refback.


Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.

Licencia de Creative Commons  Revista nuestrAmérica es una publicación seriada de investigaciones académicas científicas editada en la ciudad de Concepción, Chile, por la Corriente nuestrAmérica desde Abajo. Somos y revista de pensamiento crítico y descolonial. Puede contactarnos al correo contacto@revistanuestramerica.cl. Revista nuestrAmérica publica exclusivamente bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.