This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia, highlighting the countrys unique sociolinguistic landscape and offering new insights into multilingualism in the Global South.
The volume outlines the changing dynamics of multilingualism in Colombia, where Spanish, Spanish-based and English-based Creoles, the linguistic and cultural heritages of Indigenous communities and migrant groups, and the prevalence of English in language education policy intersect. The chapters explore the implications of policy making on language policy discourse and especially on language teacher education for those working on the margins in urban and rural areas. They also explore existing understandings of interculturality and the work of academics and local communities in minority language revitalization efforts.
Problematizing essentialized views of language and culture and raising awareness around the complex relationship between language, identity, and interculturality in the Global South, this book will be of interest to scholars in multilingualism, sociolinguistics, language education, teacher education, and applied linguistics.
This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia, highlighting the countrys unique sociolinguistic landscape and offering new insights into multilingualism in the Global South.
Recenzijos
"In bringing together previously diverse research traditions and consolidating a platform from which to discuss multilingualism and language education in a broad sense, this volume makes an important contribution both locally and globally...In the dialogue around language education and multilingualism, the volume should be read as a much overdue long-turn from Colombian scholars, and we would all do well to listen to what they have to tell us." - Peter Browning, University of Birmingham, UK, Journal of English as a Lingua Franca
Contents
List of illustrations
Acknowledgements
Critical perspectives on language education in multilingual Colombia: An
introduction ANNE-MARIE DE MEJĶA, SILVIA VALENCIA GIRALDO AND NORBELLA
MIRANDA
Multilingual Colombia: Dimensions of linguistic and cultural diversity
SILVIA VALENCIA GIRALDO, NORBELLA MIRANDA AND ANNE-MARIE DE MEJĶA
SECTION I
Creole and Indigenous Languages in Colombia
Decolonizing multilingual practices: Lessons from Colombia
MARIO E. LÓPEZ-GOPAR
Preserving the Creole language of the Caribbean archipelago of San Andrés and
Providence: An ecolinguistic approach to multilingualism in Colombia
RAQUEL SANMIGUEL ARDILA
Between chants, games and elders (Andi Kanto, jarocheria ku tata ri mae mi).
Local strategies for the strengthening of the Palenquero language among young
people in San Basilio de Palenque (Bolķvar-Colombia)
LUIS RICARDO NAVARRO DĶAZ, SEBASTIĮN SALGADO REYES AND RODOLFO PALOMINO
CASSIANI
Colombia on the path of linguistic revitalization. Some thoughts from Cauca
LILIA TRIVIŃO GARZÓN AND TULIO ROJAS CURIEUX
SECTION II
Language education policy: Discourses, ideologies and local practices
Marginalizing discourses and teacher resilience in Colombian language policy
and education
DAVID CASSELS JOHNSON
English in education policy in Colombia: Two decades of policy discourse and
appropriation
NORBELLA MIRANDA AND SILVIA VALENCIA GIRALDO
English language teaching in rural Colombia amidst the armed conflict: A case
study of teacher positioning vis-ą-vis policy, practice and the profession
FERNEY CRUZ ARCILA
Late capitalism and the commodification of English in Colombia: The shaping
of language education policy and practice
YECID ORTEGA
Colombian teachers of English as agents in the implementation of English
language policies in a multilingual country: Villains or heroes?
ADRIANA GONZĮLEZ
SECTION III
Interculturality and pedagogy
Interculturality in languages and cultures education
ANTHONY J. LIDDICOAT
Transemiotizing and re-sourcing resources in language education: Towards a
multimodal social semiotic perspective on intercultural communication
JOSÉ ALDEMAR ĮLVAREZ VALENCIA
Building intercultural language education in Colombia: Insights from
research with English language teachers
BEATRIZ PEŃA DIX
Focusing on dimensions of interculturality in the context of language
teacher education: Insights from a case study in Colombia
ISABEL TEJADA-SĮNCHEZ AND ANNE MARIE DE MEJĶA
SECTION IV
Reimagining teacher education: Taking account of diversities and
inequalities
Decolonizing and decentering language teacher education in Multilingual
Colombia
JUDY SHARKEY
Nurturing language teacher education in Colombia from a multilingual
perspective
FANNY HERNĮNDEZ GAVIRIA AND MARTHA BERDUGO-TORRES
Contesting the hegemony of English in a country declared to be multilingual:
The outcome of research with English language teachers in an in-service
program
CARMEN HELENA GUERRERO NIETO AND ĮLVARO QUINTERO-POLO
Crossing linguistic boundaries with community literacies: A collaborative,
place-based ethnography in two urban localities in Bogotį
AMPARO CLAVIJO-OLARTE AND THERESA Y. AUSTIN
Views on writing and pedagogic practices: A systematic review of the
research literature on bilingual (Spanish/English) teaching in Colombia
NEIRA LOAIZA VILLALBA AND CLAUDIA ORTIZ RUIZ
Afterword: Decolonizing Multilingual Colombia
NANCY H. HORNBERGER
Contributors
Norbella Miranda is Assistant Professor in the School of Language Sciences at Universidad del Valle, Cali, Colombia. She holds a PhD in Educational Sciences from Universidad del Quindiģo, Armenia, Colombia. Her research and publications focus on educational language policies, bi/multilingualism and curriculum development for language education. She is a member of the EILA research group (Equipo de Investigación en Lingüķstica Aplicada) of Universidad del Valle. Her publications include: Appropriation of Colombian ELT policy in a targeted school: The creation of an "elite" yet still needy school in the public education system (book chapter, Routledge, 2021).
Anne-Marie de Mejķa is Professor in the area of Bilingualism and Bilingual Education at the School of Education at Universidad de los Andes, Bogotį. She holds a Ph.D in Linguistics from Lancaster University, U.K. Her research interests include teacher empowerment, interculturality, language and education policy, and bilingual teacher development.
Silvia Valencia Giraldo is Professor in the area of Sociolinguistics and Bilingualism in the School of Education at Universidad del Quindiģo, Armenia, Colombia. She received her Ph.D from the University of Wales, Aberystwyth, UK., in the area of bilingualism. Her research interests include bilingual classroom interaction, language policy, and literacy.
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