Enseñanza de inglés y decolonialidad: la experiencia de dos docentes con estudiantes universitarios afrocolombianos e indígenas
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https://doi.org/10.17533/udea.ikala.v27n3a11Palabras clave:
interculturalidad crítica, decolonialidad, translingüismo, estudiantes indígenas, estudiantes afrocolombianos, enseñanza del inglésResumen
En su expansión global, el inglés sigue desplazando lenguas y culturas locales en todos los niveles educativos. Este artículo responde a la preocupación por este fenómeno y da cuenta de nuestra experiencia como docentes de ingles intentando decolonizar las clases de inglés para dar cabida a las diversas culturas, idiomas y realidades de estudiantes indígenas y afrocolombianos matriculados en cursos de inglés en una universidad pública de Medellín, Colombia. Para lograr esto, las instructoras enmarcamos las clases en una perspectiva decolonial, intercultural crítica (ci) y tratamos de cuestionar las ideologías lingüísticas y las relaciones culturales de poder invitando a los estudiantes a usar sus lenguas y culturas en el aula. Esta experiencia indica que defender las lenguas y las culturas locales por medio del inglés entraña la producción de materiales didácticos que cuestionen la obliteración, la homogenización y las representaciones erróneas de las que son objeto los pueblos negros e indígenas. También implica la toma de posición de los estudiantes como expertos en sus culturas y como productores de textos, lo cual provee una comprensión más amplia de la interseccionalidad en las comunidades negras e indígenas.
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