“And then the English will come”: Envisioning a Critical Multilingual Educationfor the ELT classroom

• Eleni Louloudi ^[1]
  1. [1] Bielefeld University

     Bielefeld University

     Kreisfreie Stadt Bielefeld, Alemania

     
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Vol. 18, Nº. 36, 2024, págs. 15-31
• Idioma: inglés
• DOI: 10.26378/rnlael1836571
• Títulos paralelos:
  • "Y entonces vendrá el inglés": Imaginando una educación multilingüe crítica para el aula de ELT
• Enlaces
  • Texto completo
• Resumen
  • español

    Las alfabetizaciones críticas describen la necesidad de entender la educación lingüística como algo naturalmente basado en la deconstrucción de la injusticia social y, en última instancia, también como un espacio educativo donde la transformación social encuentra su lugar. Esta perspectiva (radicalmente) deconstructiva implica intrínsecamente considerar la enseñanza de idiomas como un entorno multilingüe en el que se desmantelan las jerarquías lingüísticas y se aprovechan las oportunidades de aprendizaje de otros idiomas. Para el aula de ELT, esto también significa ver las verdades coloniales de la lengua inglesa como indispensables para su enseñanza.Aunque la intersección de las alfabetizaciones críticas y la educación multilingüe es fundamental para adoptar una perspectiva crítica en la enseñanza del inglés como lengua extranjera, existen pocas investigaciones que destaquen su conexión. En consecuencia, este artículo explora las intersecciones teóricas y prácticas de las alfabetizaciones críticas y el translenguaje desde la perspectiva de la enseñanza del inglés como lengua extranjera, a partir de datos etnográficos recogidos en Nueva York. Se hace hincapié enel desarrollo de un marco de Educación Multilingüe Crítica, detallando cómo éste puede informar la práctica escolar y ayudar a acoger a los multilingües emergentes

  • English

    Critical literacies describe the need to understand language education as naturally grounded in deconstruction of social injustice and, ultimately, also as an educational space where social transformation finds its place. This (radically) deconstructive perspective inherentlyentails seeing language education as a multilingual setting, where language hierarchies are dismantled and translanguaging opportunities are embraced. For the ELT classroom, this also means seeing the colonial truths of the English language as indispensable to its instruction. Although the intersection of critical literacies and multilingual education is fundamental for a critical lens to be adopted in ELT, there is little research that foregrounds their connection. Consequently, this article explores theoretical and practice-oriented intersections of critical literacies and translanguaging from an ELT perspective, drawing from ethnographic insights collected in NYC. Emphasis is given in the development of a framework of a Critical Multilingual Education, detailing on how this can inform school practice and help embrace emergent multilinguals

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