Paisaje lingüístico en el aula (PLA): examinando el imperialismo lingüístico del inglés y la (des)colonización

• Autores: Abdul Awal
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 12, 2025 (Ejemplar dedicado a: Riqueza del paisaje lingüístico en el aula), págs. 89-105
• Idioma: español
• DOI: 10.30827/portalin.viXII.33181
• Enlaces
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• Resumen

  • Este estudio examina los paisajes lingüísticos en el aula (PLA), las dinámicas del imperialismo lingüístico y la (des)colonización en los espacios educativos, y cómo se reflejan en las ideologías lingüísticas (post)coloniales. Se empleó un enfoque etnográfico reflexivo que incorporó la etnografía visual (Barrantes, 2019; Pink, 2007) y el método de paisajismo lingüístico (Haji-Othman, 2020; Lyons, 2017; Pienimäki et al., 2023). Los datos se recolectaron mediante la documentación fotográfica de materiales de aula, señalización, artefactos, entre otros. El análisis revela una discrepancia significativa entre el Medio Bengalí (MB) y la Educación de las Madrasas Qawmi (EM) en Bangladesh, donde el MB refuerza el dominio de la señalización en inglés como herramienta lingüística y cultural. En contraste, la EM presenta una representación multilingüe más equilibrada dentro del PLA, incluyendo inglés, bengalí, árabe, urdu y farsi, lo que le permite resistir la hegemonía del inglés y promover activamente un entorno multilingüe más equitativo.

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