Perspectivas postestructurales en la enseñanza del Inglés en Colombia rural

Trends Related to English Teachers:

Perspectives About a Current English Teacher

Considering the ever-shifting global landscape and the challenges faced by educators, these developments have specific implications for the field of ELT. As our understanding of communicative competence expands to embrace intercultural communicative proficiency, the criteria for effective English teachers are undergoing a profound transformation. The focus has broadened beyond native speaker status to encompass linguistic, instructional, and intercultural competence. Recent scholarly investigations into the concept Englishes and other trends such as Lingua Franca and the contributions of non-native English-speaking teachers (nnests) in tesol (Cana garajah, 1999, 2007; Graddol, 1997; Seidlhofer, 2011; Crystal, 1997; Kirkpatrick, 2007; McKay, 2002) have significantly reshaped our perspective on impactful English language instruction.

Canagarajah (1999), 2007) argues that nnests possess a distinct skill set that substantially enriches the language learning experience. nnests in their challenging language learning journey, have honed a repertoire of strategies to anticipate and navigate common learning obstacles. Unlike native English-speaking teachers (nests), who often undergo training in culturally and linguistically homogeneous environments, nnests bring forth a rich tapestry of cultural and linguistic diversity. Yet, their role extends beyond this; they serve as wellsprings of inspiration and motivation, sharing their personal learning odysseys to underscore the attainability of linguistic competence (Braine, 2005; Cook, 2005; Llurda, 2005). This holds particular resonance in the Colombian landscape, where the prevailing narrative often suggests that true language mastery necessitates venturing beyond national borders. Moreover, nnests, attuned to the nuances of language, adeptly illuminate the distinctions and commonalities between the language under instruction and the learners’ native tongue.

Trends in let

Deconstructing Linguistic Evolution: Poststructural Insights

This section explores how the concept of poststructuralism extends and diverges from structuralist theories of language, particularly those associated with Saussure. Saussure posits that the meaning of signs within a specific language system is determined by their relationships, and each linguistic community has its own conventions for assigning value to signs. Poststructuralists both elaborate on and critique Saussure’s ideas, especially regarding struggles over social meanings within language that structuralism may not fully address. Structuralists perceive signs as having arbitrary meanings and linguistic communities as relatively homogeneous and consensual, while poststructuralists argue that societal practices of signification are arenas of struggle. They regard linguistic communities as diverse spaces characterized by conflicting claims to truth and power.

Originating from influential scholars like Althusser (1984), Bakhtin (1981), Derrida (1987), Foucault (1980), Kristeva (1984), and Lacan (2006), poststructuralism encompasses diverse and competing viewpoints on the relationship between language, meaning, and identity. Despite their disparities, these theorists share fundamental assumptions. They collectively assert that identities are shaped and regulated through discourses, depicting individuals not as passive recipients but as active agents capable of resistance and subversion. For these scholars, language functions as a regulatory force, compelling adherence to socially accepted speech and behavioral patterns. These commonly held views are rooted in specific principles, which will be discussed in more detail below.

The Poststructuralist View on Language Principles

The first principle highlights the inherent interdisciplinary and autonomous nature of language study, emphasizing its crucial role in human cognition, communication, and societal evolution. Chomsky (1986) pioneered autonomous linguistics, exploring the innate structures governing language, while Derrida (2016) introduced interdisciplinary perspectives, emphasizing language’s interconnectedness with philosophy, literature, and culture in works like Of Grammatology. Sociolinguistics, exemplified by Kendall and Tannen (2015), merges linguistic analysis with sociocultural insights, showcasing the multidisciplinary nature of language research. Cognitive linguistics, seen in Lakoff (2008), integrates linguistics, cognitive science, and anthropology, emphasizing transdisciplinary study. The autonomous nature of language, highlighted by Saussure (Key & Noble, 2017), remains pivotal, although a postmodern perspective, as in Rorty’s work (2020), challenges autonomy, advocating for an interdisciplinary stance. This interplay enriches our understanding of language’s profound significance in human existence, fostering a holistic perspective beyond traditional disciplinary boundaries (Key & Noble, 2017).

A second principle guiding linguistic evolution challenges the notion of language as a detached system of rules, recognizing it as a dynamic, socially embedded practice. The concept of communities of practice by Lave and Wenger (1991) stresses the con textual and social foundations of language learning, asserting that “language is part of practice, and it is in practice that people learn” (Lave & Wenger, 1991, p. 85). From a sociocultural perspective, this principle, supported by scholars like Bakhtin (1984), views language not just as a tool for communication but as a means for constructing meaning, negotiating identities, and engaging in the social world. Bakhtin (1984, p. 202) notes that “words are not encountered neutrally but are saturated with others’ interpretations”. Examining language as a social practice reveals the intricate interplay between language and society, shedding light on how meaning is generated, negotiated, and reshaped through communicative interactions. This perspective has significant implications for ELT, emphasizing the importance of nurturing communicative competence that goes beyond linguistic proficiency to include an understanding of the social and cultural dimensions of language use. Aligned with poststructuralist thought, this approach underscores the inseparability of language from power dynamics, ideologies, and cultural norms, as emphasized by scholars like Benesch (2017) and Foucault (1982).

A fundamental principle of language lies in its essence as a vital tool for cognition, human communication, and personal as well as socio-cultural development. Beyond communication, language serves as a conduit for the formation and expression of thoughts, ideas, and emotions (Evans & Levinson, 2009), granting access to collective knowledge and societal wisdom (Perlovsky, 2007). It acts as a dynamic bridge, connecting personal experiences with broader cultural contexts and enabling the construction of individual and collective identities. It is through language we know and inhabited the world. In this respect, Ellis (2019, p. 39) notes that “language cog nition is shared across naturally occurring, culturally constituted, communicative activities”.

The aforementioned is substantiated through the poststructural perspective on language, contending that the concept of a singular and stable meaning in language is disputable. Meanings are viewed as social constructions, negotiated through discourses, and historically developed (Bourdieu, 1991; Derrida, 2016; Foucault, 2013). This standpoint prompts essential inquiries into the debate surrounding the role and ideology underpinning the policies shaping and executing English education in Colombia. Poststructuralism prompts queries about the reasons and mechanisms through which power structures propel English into society. These inquiries lead to further questions concerning the identity fashioned through discourses surrounding English, such as those promoting competitiveness and positioning it as a global language. A poststructuralist perspective encourages a critical examination of how the principle of language’s role in cognition, communication, and personal development is constructed, negotiated, and influenced by power dynamics within broader socio-cultural contexts.

The final principle shaping the language perspective centers on the intricate relationship between dis course, cognition, and society (Van Dijk, 2014, 2017). Discourse serves as the medium through which cognition is communicated, constructed, and negotiated within the broader societal framework. It functions both as a mirror and a shaper of cognition, reflecting individual mental processes while influencing thought patterns. This triadic relationship underscores the inseparability of discourse, cognition, and society, emphasizing language’s constitutive force in societal interactions.

From a poststructuralist perspective, this relationship takes a nuanced and transformative dimension, challenging the conventional view of language as a neutral tool (Bakhtin, 1981; Derrida, 1987; Fou cault, 1980; Kristeva, 1984; Lacan, 2006). Discourse is not a neutral conduit but an active force constructing socio-cultural realities, influencing cognition deeply tied to discursive structures. Society, seen through poststructuralism, is a complex interplay of power relations and discursive formations shaping cognitive processes and linguistic expression.

In ELT, this interplay is crucial in Colombia’s educational landscape. A poststructuralist perspective reveals language’s complexity, intertwined with power dynamics and societal constructs. Discourse emerges as an active force shaping socio-cultural realities, challenging the belief that cognition is an individualistic process detached from a broader societal context. This reassessment prompts questioning prevailing discourses positioning English as a panacea for success (Guerrero, 2010). Derrida’s (1985) emphasis on deconstruction as dismantling cultural, philosophical, and institutional structures rooted in textual origins aligns with this critical approach, maintaining skepticism towards all systems and employing a hermeneutic of suspicion.

To address these challenges, in the following section, this paper advocates a shift to a poststructuralist perspective. This transformative lens, espe cially potent in rural Colombian contexts, promises a more inclusive, equitable, and socially just approach to language learning. By embracing this outlook, the study pioneers a path toward a deeper understanding of the intricate interplay between language, culture, and education, offering vital insights for reshaping educational policies and practices.

Beyond Language Hierarchies: Implications for Rural Context

Drawing on extensive research in the northern rural region of Antioquia (Peláez-Henao & Usma, 2017; Roldán & Peláez-Henao, 2017; Usma et al., 2020; Peláez-Henao et al., 2022), as well as studies analyzing language policies in Colombia, particularly their impact on English teachers as policymakers, it becomes evident that educational and linguistic policies often align with global political and economic agendas (Usma, 2009). These imported reform discourses have tended to overshadow local knowledge, marginalizing it in the process (González, 2007; Guerrero, 2008). Research also underscores the challenges faced by both urban and rural communities in implementing these policies (Bonilla & Cruz-Arcila, 2014; Correa et al., 2014; Usma, 2015). Moreover, scholars have critiqued these policies for their failure to recognize the active roles that various educational actors must play for successful reform implementation in the country (Correa & Usma, 2013; Guerrero, 2010).

Furthermore, these policies have restricted language, particularly English, to a mere tool in the global context, stripping it of its intrinsic cultural and cognitive richness. What is concerning is that these policies propel English as the sole relevant language, disregarding the teaching and learning of other languages globally. Colombia, as indicated by the cited studies, has adopted this perspective. What options do teachers in rural areas have? While in major cities there are some opportunities to teach languages like French, German, or Portuguese, in rural regions of Colombia, this choice is limited. How can English teachers in rural areas navigate this landscape?

Applying a poststructuralist approach, this section delves into critical inquiries, offering four key points as pathways to deconstruct the prevalent perception of English as a monolithic and hegemonic language. Instead, it advocates for a transformative paradigm that emphasizes equity, inclusivity, and a socially conscious approach tailored to the varied contexts of rural Colombia. This decolonial transition in language education represents vital strides toward envisioning and enacting teacher education that embraces diversity and eradicates inequalities.

Deconstruction of Language Hierarchies:

The poststructuralist perspective challenges the prevailing narrative that elevates English to a superior status within the Colombian context. In the field of English language teaching, this perspective necessitates a critical examination of embedded power dynamics within language hierarchies. The prevailing and hegemonic status of English demands rescuing teachers’ voices and research to promote a decolonial turn in language education (Sharkey, 2022; Fandiño Parra, 2021, Ubaque-Casallas, 2023). Educators are called upon to scrutinize the undue privileging of English while marginalizing other languages, notably indigenous languages and local dialects.

A fundamental starting point is the cultivation of awareness regarding Colombia’s rich linguistic diversity. While the rural region of northern Antioquia might not directly experience the presence of indigenous communities, educational stakeholders, in line with unesco’s conviction of the inherent value of linguistic and cultural diversity (unesco, 2009, 2019), have a crucial responsibility to anchor pedagogical practices in decolonial perspectives. The pre valent promotion of English as a hegemonic language inadvertently accentuates English-speaking cultures, often at the expense of disparaging Colombian indigenous heritage. Colombia, inherently multilingual, boasts an intricate tapestry of languages, including 65 native languages, 2 creole languages, 1 Rom language, and a sign language (Ospina-Bozzi, 2015).

By deconstructing these hierarchies, English language teachers in Colombia can create an inclusive and equitable educational environment valuing diverse linguistic practices. This transformative approach involves acknowledging the linguistic and cultural wealth within local communities, encouraging students to explore their linguistic repertoires, and advocating for a multilingual approach that honors the significance of all languages spoken in Colombia. Through this discerning analysis, English language education can actively dismantle entrenched power relations, fostering inclusivity and empowering language learners to embrace and celebrate their linguistic heritage.

This nuanced perspective serves as the foundation for transforming language education paradigms in Colombia, fostering a profound respect for linguistic diversity and cultural pluralism. The engagement of the poststructuralist framework in Colombian esl education actively challenges prevailing ideologies that prioritize English as a symbol of cultural superiority. Through fostering nuanced discussions and encouraging critical reflection on cultural identities, the approach dismantles stereotypes. This transformative process, utilizing English as a tool for inclusive dialogue, significantly contributes to Colombia’s peace process (Setyono & Widodo, 2019; Florez-Montaño et al., 2022).

Examination of Linguistic Ideologies:

Engaging poststructuralist principles in English language teaching in Colombia prompts educators to critically analyze linguistic ideologies shaping language education (Woolard, 1992; Kroskrity, 2004). The con text, associating English with social status and dominance (Hurie, 2018), demands scrutiny of ideologies perpetuating hierarchies. In Colombia, as in many Latin American countries, a subtle yet pervasive ideology of colonization persists. Many Colombians believe that nothing valuable originates from their own territory, including their language. This belief drives the perception that learning English, associated with wealth and imperial dominance (Hurie, 2018), is imperative. This mindset reinforces the notion that English is the most important language, linking competence in English with social superiority, and demanding critical interrogation to foster inclusivity and challenge entrenched hierarchies.

Interrogating these ideologies challenges the link between English competence and social superiority, fostering inclusivity. This approach explores language’s entwinement with power dynamics, social stratification, and identity formation, addressing issues like language privilege and the impact of policies on marginalized communities. Through critical reflections, educators empower students to question linguistic hierarchies, fostering a socially just and inclusive language learning experience (Hurie, 2018; Fandiño Parra, 2021; Cruz-Arcila, 2020; Gómez-Vásquez et al., 2018).

Empowering Rural Educators as Policymakers:

Embracing a poststructuralist lens in English language education in Colombia not only transforms educators, especially those in rural areas, into proactive policymakers (Pelaez & Usma, 2017), agents, and political subjects within the education landscape but also necessitates a nuanced understanding of their roles in a complex interplay of factors. In rural contexts, where traditional power structures often prevail, educators find themselves in a unique position to leverage their roles. By adapting the curriculum to be more contextualized and relevant to the unique needs of their students, they open avenues 193for meaningful education. Making pedagogical decisions, such as integrating authentic materials that resonate with local experiences, becomes pivotal, fostering a connection between education and the students’ everyday realities (Viáfara-González & Pachón-Achury, 2021). Moreover, encouraging independent student work and nurturing self-reliance and critical thinking skills are essential aspects of this transformative process.

Within this transformative landscape, educators assume deliberate stances, resisting imposed syllabi that might not align with students’ interests and community contexts. Through fostering critical language awareness among students, educators facilitate a deep understanding of the social, cultural, and political dimensions of language use. This awareness empowers students to challenge dominant discourses, stereotypes, and inequalities entrenched in language. Armed with the tools to critically analyze how language shapes their identities and relations hips, students become active participants, confidently navigating linguistic landscapes with agency and autonomy. This empowerment through critical language awareness not only enriches students’ personal and professional lives but also cultivates a profound sense of agency, self-expression, and social justice, paving the way for a more equitable and inclusive society.

However, this transformative journey is not devoid of challenges. Cruz-Arcila (2020) noted that rural English teachers in Colombia navigate their professional practices and identities amidst the influence of two distinct yet interrelated factors: the national ELT policy, with its specific architecture, objectives, and demands, and the intricate sociocultural contexts of rural teachers, encompassing social problems, community values, and aspirations. These teachers configure their professional identities in response to the unique circumstances inherent in rurality and external pressures imposed by linguistic policies.

Despite the inconsistencies in their sense of professional success, their negotiation of these complexities represents alternative constructions of good teaching, challenging the norms promulgated in language policies. This situation underscores the necessity for a reconfiguration of belief systems concerning what teachers should know and do. In essence, this transformative process demands not just a change in pedagogical approach but a fundamental shift in the philosophical underpinnings of education, calling for a dynamic, adaptable, and contextually sensitive teaching paradigm.

Disrupting Binary Oppositions:

In Derrida’s philosophy, binary oppositions serve as the cornerstone of Western thinking, segregating concepts into dichotomies such as good/evil and right/wrong (Derrida, 2005). This philosophical construct challenges established hierarchies, advocating for a paradigm where meaning lacks certainty and interpretations are boundless, opening endless avenues for exploration. Shohamy (2006) argues that language, inherently dynamic and boundless, has historically been subject to manipulation, serving as a tool to delineate group membership (“us/ them”), signify inclusion or exclusion, define loyalty or patriotism, and denote economic disparities (“haves/have nots”). Moreover, language has been wielded as a means of control, imposing specific languages and linguistic norms, governing who has the right to use it, and reinforcing social, economic, and personal ideologies.

Yet, English trends have evolved into a multifaceted language, shaped by speakers from diverse linguistic backgrounds. Approximately 80% of English users are multilingual, acquiring English as an additional language (Crystal, 2019). Despite differences in pronunciation, lexis, and grammar from native English, studies affirm that localized linguistic features do not hinder effective communication (Canagarajah, 1999). Multilingual speakers, encompassing individuals from various linguistic origins, navigate communicative challenges with versatility, emphasizing the adaptability of English as a global lingua franca. In this context, it’s essential to debunk the misconception around accents. An accent represents one’s unique way of speaking, encompassing phonological aspects like stress, rhythm, tone, and intonation. Contrary to common belief, accents are not limited to foreigners or immigrants; in fact, everyone speaks with an accent, making non-accent a nonexistent concept (Kumara vadivelu, 2001).

In the context of ELT within Colombia, the poststructuralist perspective disrupts entrenched binaries like native/non-native and standard/variation, acknowledging the dynamic and multifaceted nature of language. This shift fosters inclusivity, celebrating linguistic diversity, and empowers students to explore their identities, challenging the rigid social constructs imposed by linguistic norms. Deconstruction theory, as advocated by Derrida (2005), becomes imperative in ELT, unraveling these entrenched hierarchies and paving the way for a more equitable and enriched educational environment.