Resisting Hegemonic Discourses on the Relation Between Teaching Second Languages and Socioeconomic Development

This study examines hegemonic discourses on English and socioeconomic development from teachers’ perspectives. Specifically, it scrutinizes the sorts of positions a group of 36 teachers of English, French, Italian, German, and Portuguese in an undergraduate program of modern languages take towards b...

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Bibliographic Details
Published in:PROFILE issues in teachers' professional development 2023-07, Vol.25 (2), p.111-127
Main Authors: Cruz Arcila, Ferney, Solano-Cohen, Vanessa, Briceño-González, María Liliana, Rincón, Ana, Lobato-Junior, Antonio
Format: Article
Language:English
Subjects:
College Second Language Programs
Correlation
Curricula
Economic Development
Employment Opportunities
English
English (Second Language)
English as a second language
English teachers
Foreign Countries
French
French as a second language
French teachers
German
German as a second language
Globalization
Industrial development
Intercultural communication
Italian
Italian as a second language
Language policy
Language Role
Language Teachers
Linguistics
modern languages
Portuguese
Portuguese as a second language
postdevelopment
Second Language Instruction
Second Language Learning
Second language teachers
Society
socioeconomic development
Socioeconomic Influences
Teacher Attitudes
Teacher education
Teaching
Training
Undergraduate Students
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Summary:This study examines hegemonic discourses on English and socioeconomic development from teachers’ perspectives. Specifically, it scrutinizes the sorts of positions a group of 36 teachers of English, French, Italian, German, and Portuguese in an undergraduate program of modern languages take towards both the predominant narrative of English as the language of development and the role that the languages they teach may also play. Using postdevelopment as a theoretical framework, teachers’ social representations around the languages they teach are analyzed. Findings suggest that, although there is a strong tendency to uncritically accept and accommodate instrumental and Anglo normative views of development, “small hopes” for configuring plural, locally sensitive, less instrumental, and ecological understandings are also emerging.
ISSN:1657-0790
2256-5760
1657-0790
DOI:10.15446/profile.v25n2.103953