Enunciative Practices in English Pedagogy. Profiling the Literature from a Border-Perspective

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Detalles Bibliográficos
Publicado en:	HOW vol. 32, no. 1 (2025), p. 160
Autor principal:	Ubaque-Casallas, Diego
Publicado:	ASOCOPI, the Colombian Association of Teachers of English
Materias:	Teaching Methods English (Second Language) Second Language Learning Second Language Instruction Colonialism Teacher Education Programs Language Teachers Decolonization Critical Theory Code Switching (Language) Language Usage Foreign Countries Search Strategies Authors Research Reports Transformative Learning
Acceso en línea:	Citation/Abstract Full text outside of ProQuest
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Descripción
Resumen:	This review article reflects on the notion of pedagogy in English language teaching and teacher education. To advance in the state of the art at stake, forty-four articles were profiled out of eighty-eight to trace how pedagogy has been built as a universal that carries onto-epistemological consequences. The analysis here concentrated on the enunciation levels the studies inspected. This manuscript discusses four categories: Critical Decolonial, Translanguaging, and Anti-racist pedagogies. It anchors the conversation from a border-thinking perspective to claim that most approaches to pedagogy focus on protesting against Modern/Colonial pedagogy, but there is little contestation concerning it. This posture contributes to shifting the geography of reason concerning English language pedagogy.
Fuente:	ERIC