This collection explores the critical decolonial practices of applied linguistics researchers from Latin America and the Latin American diaspora, shedding light on the processes of epistemological decolonization and moving from a monolingual to a multilingual stance.
The volume brings together participants from an AILA 2021 symposium, in which researchers reflected on applied linguistics in Latin America, and on the ways in which it brought concerns around social justice, the legacy of coloniality, and the role of monolingual English in education to the fore. Each chapter is composed of four parts: an autobiographical section written both in Spanish or Portuguese and in English followed by a reflection on the epistemological differences between versions; a discussion in English of the research project; a critical reflection on the epistemic practices and critical pedagogies enacted in the project; and the author(s)’ understanding of the concept of decolonization and recommendations for further decolonizing the monolingual mindset of language teachers and learners. At once linguistic, epistemological, and political, the collection aims to diversify the concept of decoloniality itself and showcase other ways in which decolonial thought can be implemented in language education.
This book will be of interest to scholars in applied linguistics, sociolinguistics, and language education.
List of Contributors Foreword Kyria Finardi Acknowledgements Introduction Exploring the decolonial challenge: Critical pedagogy and epistemological translation in applied linguistic research in Latin America. Claire Kramsch, Harold Castañeda-Peña & Paola Gamboa Part I Exploring coloniality in applied linguistic theory and practice 1 The syntax of marginalization in Colombian Language policies: From colonialism to neoliberalism. Helena Guerrero Nieto 2 On being critical: Language ideologies and the (de)stabilization of the colonial logic in a Brazilian education policy Paula Tatiana Carréra Szundy and Rogério Casanovas Tilio 3 (Re)reading narratives and dancing in language education from (de)colonial perspectives Nara Hiroko Takaki Part II Critical pedagogies for pre- and in-service teachers 4 A critical intercultural approach to decolonize foreign language teaching in Colombia: Explorations with teachers and Afro-Colombian and Indigenous learners in a public university. Janeth María Ortiz Medina and Maure Carolina Aguirre Ortega 5 Reflecting on a community service-learning project for English learners in Argentina from a decolonial perspective. Gabriela N. Tavella and S. Carina Fernández 6 Non-normative corporeal-ity-ies in language education Harold Castañeda-Peña and Diego Ubaque-Casallas Part III Epistemological translations from the Latin American diaspora 7 A plurilingual MOOC to engage reflexivity, criticality and multimodality in educational practices. Questioning coloniality and cultural and linguistic mindsets. Paola Andrea Gamboa Diaz 8 Onward to Pquyquy (or thinking with the heart) : Conceptualizing the decolonization of being for language teaching and research Yecid Ortega 9 La Lucha Sigue! Decolonizing College Composition Classrooms in Latinx California A.Lane Igoudin Conclusion Towards a new framework for decolonizing practice: The multilingual mindset. Harold Castañeda-Peña, Paola Gamboa and Claire Kramsch Index
Harold Castañeda-Peña is Associate Professor in the Doctorado Interinstitucional en Educación at Universidad Distrital Francisco José de Caldas, Colombia. Paola Gamboa is Assistant Lecturer in the Department of French as a Foreign Language at the Sorbonne Nouvelle University, France. Claire Kramsch is Emerita Professor of German and Affiliate Professor of Education at the University of California at Berkeley, USA.
