Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis

Authors

DOI:

https://doi.org/10.17533/udea.ikala.v27n3a07

Keywords:

coloniality, critical interculturality, decoloniality, EFL materials otherwise, EFL textbooks

Abstract

The use of Colombian-authored EFL textbooks as subalternation instruments, the instrumentalization of grammar and foreign methodologies, and the imperialism of a profit-driven publishing industry perpetuates colonial links. This article reports a critical content analysis of six Colombian-authored EFL textbooks from local and foreign publishers. It was framed within a sociocritical paradigm, which included interviews with four authors, six teachers, and two editors. Findings reveal three triads of decolonial criteria: (a) The triad of ontological criteria unsettles the reproduction of foreign beliefs, behaviours, values, and ideologies; (b) the triad of epistemological criteria subverts North and West dominant knowledge and culture, and (c) the triad of power criteria withstands globalised and neoliberal discourses imposed through teaching methods, curricula, materials, testing, training, and standardised English varieties. The findings also indicate that there are still colonial traces in the representation of gender, races, sexual orientations, capacities, and social classes. Thus, developing efl materials from a decolonial perspective contests the commercial, standardised, and colonised textbooks to build contextualised and decolonised efl materials otherwise that are sensitive to cultural diversity. This academic endeavour exhorts teachers to assume a critical stance towards EFL materials content, learning activities and strategies, underpinning language pedagogies, iconography, language policy, and assessment practices, and to exert their agency to contest hegemony and recreate situated EFL pedagogical practices.

|Abstract
= 1498 veces | PDF
= 910 veces| | HTML
= 42 veces| | VISOR
= 10 veces|

Downloads

Download data is not yet available.

Author Biography

Astrid Núñez Pardo, Universidad Externado de Colombia, Bogotá, Colombia

Full Professor and associate researcher, Universidad Externado de Colombia, Bogotá, Colombia.

References

Aicega, D. (2007) Los libros de texto para la enseñanza de inglés: Una mirada crítica. Puertas Abiertas, 3(3), 99 – 102.

Álvarez-Valencia, J. A. (2016). Meaning making and communication in the multimodal age: Ideas for language teachers. Colombian Applied Linguistic Journal, 18(1), 98–115. https://doi.org/10.14483/calj.v18n1.8403

Apple, M. (1992). The text and cultural politics. Educational Researcher, 21(7), 4–19.

Apple, M. (2004). Ideology and curriculum. Routledge Falmer. https://doi.org/10.4324/9780203487563

Asch, A. (2001). Critical race theory, feminism, and disability: Reflections on social justice and personal identity. Ohio State Law Journal, 62, 391–423.

Bauman, Z. (2007). Consuming life. Polity.

Block, D. (2017). Neoliberalism, the neoliberal citizen in English language teaching materials: A critical analysis. Ruta Maestra, 21, 4–15.

Bogart, K. R., & Dunn, D. S. (2019). Ableism special issue introduction. Journal of Social Issues,75(3), 650 – 664. https://doi.org/10.1111/josi.12354

Borre, E. (1996). Libros de texto en el caleidoscopio [Textbooks in the kaleidoscope]. Editorial Trotta S. A.

Canagarajah, S. (2002). Globalization, methods, and practice in periphery classrooms. In. D. Block, & D. Cameron (Eds.), Globalization and language teaching (pp. 134 – 450). Routledge.

Canagarajah, S. (2005). Accommodating tensions in language-in-education policies: An afterword. In A. Lin & P. W. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 194–201). Multilingual Matters Ltd. https:// doi.org/10.21832/9781853598265-013

Cassany, D., & Castellà, J. M. (2010). Aproximación a la literacidad crítica [Approaching critical literacy]. Perspectiva, 28(2), 353–374. Florianópolis.

Castro-Gómez, S. (2007). Decolonizar la Universidad: La hybris del punto cero y el diálogo de saberes [Decolonising university: Tthe hybris of the zero point and the dialogue of knowledges]. In S. Castro-Gomez, & R. Gosfroguel (Comps.), El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 79-91). Universidad Javeriana-Instituto Pensar, Universidad Central-IESCO, Siglo del Hombre.

Choppin, A. (2001). Pasado y presente de los manuales escolares. (Trans. M. Soto Lucas). Revista Educación y Pedagogía. XIII (29-30), 209 – 229.

Cruz-Arcila, F. (2017). Interrogating the social impact of English language teaching policies in Colombia from the vantage point of rural areas. Australian and International Journal of Rural Education, 27(2), 46 – 60.

Davcheva, L., & Sercu, L., (2005). Culture in foreign language teaching materials. In L. Sercu (Comp.), Foreign language teachers and intercultural competence. An international investigation (pp. 76-90). Multilingual Matters Ltd. https://doi.org/10.21832/9781853598456-008

Domínguez, H. (2016). Translating the queer. Body politics and transnational conversations. Zed Books.

Du Gay, P., Stuart, H., Jones, L., Mackay, H., & Negus, K. (1997). Doing cultural studies: The story of the sony walkman. Sage.

Dussel, E. (2007). Materiales para una política de liberación [Materials for a libertion policy]. Plaza y Valdéz Editores.

Escolano, A. (2012). El manual como texto [The handbook as a text]. Proposiciones, 23(3), 33-50. https://doi.org/10.1590/S0103-73072012000300003

Facione, P. A. (2011). Critical thinking: what it is and why it counts. Insight Assessment, (1), 1-23. http://www.insightassessment.com/pdf_files/what&why2006.pdf

Faez, F. (2011). Reconceptualizing the native/non-native speaker dichotomy. Journal of Language, Identity & Education, 10(4), 231 – 249. https://doi.org/10.1080/15348458.2011.598127

Fairclough, N. (2006). Language and globalization. Routledge. https://doi.org/10.4324/9780203593769

Fanon, F. (1986). Black skin, white masks. Pluto Press.

Freire, P. (1971). Pedagogy of the oppressed (M. Bergman Ramos, Trans.). Herder and Herder. (Original work published 1970).

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Routledge.

Giddens, A. (2018). Globalization. In Sociology of globalization. Routledge. https://doi.org/10.4324/9780429493089-3

Giroux, H. A., Freire, P., & McLaren, P. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Greenwood Publishing Group.

Gómez, L. F. (2015). The cultural content in EFL textbooks

and what teachers need to do about it. Profile: Issues in Teachers’ Professional Development, 17(2), 167 – 187.

González, A. (2009). On alternative and additional certifications in English language teaching: The case of Colombian EFL teachers’ professional development. Íkala, Revista de Lenguaje y Cultura, 14 (22), 183 – 209.

González, A. (2012). On English language teaching and teacher education. Academic disagreements in a developing country. The Future of Education Conference Proceedings, Florence, Italy.

Granados-Beltrán, C. (2016). Critical interculturality. A path for pre-service efl teachers. Íkala Revista de Lenguaje y Cultura, 21(2), 171 – 187.

Granda, S. (2004). Textos escolares e interculturalidad en Ecuador [School textbooks and interculturality in Ecuador]. Serie Magíster.

Gray J. (2013). Critical perspectives on language teaching materials. Palgrave Macmillan Publishers Limited. https://doi.org/10.1057/9781137384263

Grosfoguel, R. (2007). The epistemic decolonial turn. Beyond political-economy paradigms. Cultural Studies, 21(2-3), 211 – 223. https://doi.org/10.1080/09502380601162514

Grupo Eleuterio Quintanilla. (1996). Libros de texto y diversidad cultural. Talasa

Guijarro, J. R. (2005). La representación axiológica del género y la orientación sexual en libros de texto de inglés para Secundaria [Axiological gender representation and sexual orientation in Secondary English textbooks]. Porta Linguarum (4),151 – 166. https://doi.org/10.30827/Digibug.29873

Guerrero, C. H. (2008). Bilingual Colombia: What does it mean to be bilingual within the framework of the national plan of bilingualism? Profile: Issues on Teachers´ Professional Development, 10, 27–45.

Guerrero-Nieto, C. H., & Quintero, A. (2021). Elementary school teachers in neoliberal times: The silent voices that make educational policies work. Profile: Issues in Teachers’ Professional Development, 23(1), 27–40. https://doi.org/10.15446/profile.v23n1.83052

Hahn, H. (1988). The politics of physical differences: Disability and discrimination. Journal of Social Issues, 44(1), 39–47. https://doi.org/10.1111/j.1540-4560.1988.tb02047.x

Herrera, D. M. (2012). Children as subjects with rights in efl textbooks. Colombian Applied Linguistic Journal. 14(1), 45–59. https://doi.org/10.14483/22487085.3812

Kincheloe, J. L., & McLaren, P. (2005). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln. (Eds.), The Sage handbook of qualitative research (pp. 303–342). Sage Publications.

Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Sage Publications Inc.

Kubota, R., & Lin, A. (2006). Race and tesol: Introduction to concepts and theories. tesol Quarterly, 40(3), 471–493. https://doi.org/10.2307/40264540

Kumaravadivelu, B. (2003). Beyond methods: macro strategies for language teaching. Yale University Press.

Kumaravadivelu, B. (2014). The decolonial option in English teaching. Can the subaltern act? TESOL Quarterly, 14(1), 66–85. https://doi.org/10.1002/tesq.202

Lee, J. F. (2014). A hidden curriculum in Japanese EFL textbooks: Gender representation. Linguistics and Education, 26, 39 – 53. https://doi.org/10.1016/j.linged.2014.07.002

Levin, J. R., & Mayer, R. E. (1993). Understanding illustrations in text. In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks: Theory and practice (pp. 95–113). Lawrence Erlbaum Associates.

Levinson, B., Sutton, M., & Winstead, T. (2009). Education policy as a practice of power: Theoretical tools, ethnographic methods, democratic options. Educational Policy, 23(6),767–795. https://doi.org/10.1177/0895904808320676

Littlejohn, A. (2012). Language teaching materials and the (very) big picture. Electronic Journal of Foreign Language Teaching, 9(1), 283–297.

Maldonado-Torres, N. (2008). On the coloniality of being contributions to the development of a concept. Cultural Studies, 21, 2-3, pp. 240–270.

Marín, J. (2003). Las “razas” biogenéticamente no existen, pero el racismo sí, como ideología [Biogenetically races do not exist, but racism does, as an ideology]. Revista Diálogo Educacional, 4(9), 107–113. https://doi.org/10.7213/rde.v4i9.6545

Martínez, B. (2008). Los libros de texto como práctica discursive [Textbook as discursive practice]. Revista de la Asociación de Sociología de la Educación. 1, 62–73.

Mbembe, A. (2017). Critique of black reason. Duke University Press. https://doi.org/10.2307/j.ctv125jgv8

Miranda, N., & Valencia-Giraldo, S. (2019) Unsettling the ‘Challenge’: efl policy ideology and the new breach amongst state-funded schools in Colombia. Changing English, 26(3), 282 – 294. https://doi.org/10.1080/1358684X.2019.1590144

Moya, C. (2008). Aproximación al concepto y tratamiento del texto escolar [Approaching the concept and handling of the school textbook]. Cuadernos de Lingüística Hispánica, (11), 133–152.

Nguyen C. T. (2015). An evaluation of the textbook English 6: A case study from secondary schools in the Mekong Delta Provinces of Vietnam (Doctoral dissertation). University of Sheffield.

Núñez-Pardo, A. (2018a). The English textbook. Tensions from an intercultural perspective. Gist Education and Learning Resource Journal, 230-259. https://doi.org/10.26817/16925777.402

Núñez-Pardo, A. (2018b). Critical interculturality to disrupt coloniality in the English textbook. Cuestiones Educativas. https://cuestioneseducativas.uexternado.edu.co/critical-interculturality-to-disrupt-coloniality-in-the-english-textbook/

Núñez-Pardo, A. (2019). A critical reflection on developing and implementing in-house efl textbooks. Revista Papeles, 11(21), 11 – 31. https://doi.org/10.54104/papeles.v11n21.581

Núñez-Pardo, A. (2020a). Inquiring into coloniality of knowledge, power, and being in efl textbooks. how Journal, 27(2), 113 – 133. https://doi.org/10.19183/how.27.566

Núñez-Pardo, A. (2020b). Decolonizar el libro de texto de inglés en el contexto colombiano. Una apuesta desde la interculturalidad crítica. [Unpublished doctoral dissertation, Universidad Pedagógica y Tecnológica de Colombia].

Núñez-Pardo, A. (2021). Rethinking the EFL textbook from a critical interculturality stance. In J.A. Álvarez-Valencia, A. Ramírez-Espinosa, & O. Vergara-Luján (Eds.), Interculturality in language teacher education: Theoretical and practical considerations (pp. 141 – 166). Universidad del Valle.

Núñez-Pardo, A., & Téllez, M. F. (2021). Tracing the cultural component in teacher-generated EFL materials. In A. Núñez-Pardo, & M. F. Téllez-Téllez (Eds.), Defying culture hegemony through teacher generated materials (pp. 28 – 102). Departamento de Publicaciones Universidad Externado de Colombia.

Pennycook, A. (2001). The politics of the text. In Critical applied linguistics: A critical introduction. Routledge. https://doi.org/10.4324/9781410600790

Phillipson, R. (2008). Linguistic imperialism continued. Routledge.

Phillipson, R. (2016). Myths and realities of ‘global’ English. Language Policy, 16(3), 313 – 331. https://doi.org/10.1007/s10993-016-9409-z

Porreca, K. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18(4) 705 – 724. https://doi.org/10.2307/3586584

Quiceno, H. (2003). Foucault, ¿pedagogo? Revista Educación y Pedagogía, 37, 201 – 216.

Quijano, A. (2000). Colonialidad del poder y clasificación social [Coloniality of power and social classification]. Journal of World-Systems Research, 2, 342 – 386. https://doi.org/10.5195/jwsr.2000.228

Quijano, A. (2014). Cuestiones y horizontes: de la dependencia histórico-estructural a la colonialidad/descolonialidad del poder. CLACSO. https://doi.org/10.5195/jwsr.2000.228

Quijano, A., & Wallerstein. I. (1992). La americanidad como concepto, o América en el moderno sistema mundial [American as a concept]. RICS 134, 583–591.

Restrepo, E., & Rojas, A. (2010). Inflexión decolonial. Fuentes, conceptos y cuestionamientos [Decolonial inflection. Sources, concept and questioning]. Universidad del Cauca, Instituto de Estudios Sociales y Culturales Pensar; Maestría en Estudios Culturales, Universidad Javeriana.

Rico, C. (2012). Language teaching materials as mediators for ICC development: A challenge for materials developers. Signo y Pensamiento, 30, 130 – 154. http://revistas.javeriana.edu.co/index.php/signoypensamiento/article/view/2416

Robles, B. (2011). La entrevista en profundidad: una técnica útil dentro del campo antropofísico [In-depth interview: A useful technique in the anthropophysical field]. Cuicuilco, 18(52), 39 – 49.

Said, E. W. (1993). Culture and imperialism. Vintage Books, Random House Inc.

Sandoval, C. A. (1996). Investigación cualitativa. Instituto Colombiano para el Fomento de la Educación Superior (icfes).

Santos, B. de S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge.

Shohamy, E. (2009). Language teachers as partners in crafting educational language policies? Íkala, Revista de Lenguaje y Cultura, 14(22), 45 – 67.

Soto-Molina, J. E., & Méndez, P. (2020). Linguistic colonialism in the English Language textbooks of multinational publishing houses. how Journal, 27(1), 11 – 28. https://doi.org/10.19183/how.27.1.521

Tubino, F. (2005). La praxis de la interculturalidad en los estados nacionales latinoamericanos. Cuadernos Interculturales, 3(5), 83 – 96.

Ulum, Ö, y Köksal, D. (2019). Ideology and hegemony of English foreign language textbooks. Globally and locally written practices. Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-35809-9

Usma, J. A. (2009a). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123 – 142.

Usma, J. (2009b). Globalization and language and education reform in Colombia: A critical outlook. Íkala, Revista de Lenguaje y Cultura, 14(22), 19 – 42.

Usma, J. (2015). From transnational language policy transfer to local appropriation: the case of the national bilingual program in Medellín, Colombia. Deep University Press.

Van Dijk, T. A. (1994). Discourse and inequality. Lenguas Modernas, 21, 14 – 27.

Viáfara, J. J. (2016). “I’m missing something”: (Non) nativeness in prospective teachers as Spanish and English speakers. Colombian Applied Linguistic Journal, 18(2), 11–24.

Walsh, C. (2007). Son posibles unas ciencias sociales/culturales otras. Reflexiones en torno a las epistemologías decoloniales [Are sociocultural sciences possible? Reflections on decolonial epistemologies]. Nómadas (Col), (26), 102 – 113

Walsh, C. (2010). Interculturalidad crítica y educación intercultural [Critical interculturality and intercultural education]. In J. Viaña, L. Tapia, & C. Walsh (Eds.), Construyendo interculturalidad crítica (pp. 75-96). Instituto Internacional de Integración del Convenio Andrés Bello.

Zhang, X. (2017). A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer. Journal of Language and Cultural Education, 5(1), 78 – 102. https://doi.org/10.1515/jolace-2017-0005

Published

2022-09-16

How to Cite

Núñez Pardo, A. (2022). Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis . Íkala, Revista De Lenguaje Y Cultura, 27(3), 702–724. https://doi.org/10.17533/udea.ikala.v27n3a07