Comprensión y uso del inglés por parte de docentes argentinos, ecuatorianos y venezolanos
DOI:
https://doi.org/10.35588/ayr.v7i1.7247Palabras clave:
visiones de profesores, lengua franca, lengua hegemónica, perspectiva acríticaResumen
Este artículo reporta la versión en español de una investigación realizada bajo el enfoque cualitativo-interpretativo que indaga sobre la comprensión y uso del inglés por parte de docentes argentinos, ecuatorianos y venezolanos (Porto, Moncada y Calle, 2024). Este estudio busca revelar las formas en que los docentes comprenden el inglés y su uso en los diferentes contextos socioculturales en los que participan (Bayyurt y Sifakis, 2017; Gimenez et al., 2017; Houghton y Bouchard, 2020; Monfared, 2020; Seidlhofer, 2011). Los participantes fueron 75 docentes argentinos, 92 ecuatorianos y 78 venezolanos. Los instrumentos de investigación utilizados fueron un cuestionario con preguntas abiertas y cerradas, y entrevistas semiestructuradas en profundidad. Se utilizó la perspectiva comparativa para analizar todos los tipos de datos en tres fases: La primera, implicó un análisis deductivo apoyado en conceptos clave; en la segunda fase o de codificación se agruparon los datos en categorías y subcategorías; y en la tercera fase o inductiva, se codificaron temas y subtemas que mostraban perspectivas únicas y puntos en común. Entre los hallazgos se destaca una visión acrítica de los participantes en relación a la hegemonía del inglés en el mundo como lengua internacional y lengua franca centrando su atención en la universalidad, neutralidad y carácter desterritorializado del inglés.
Descargas
Referencias
Abreus González, A. y Hernández Castro P. (2016). Nuevos Retos para la enseñanza del inglés en la universidad ecuatoriana actual. Revista Electrónica Formación y Calidad Educativa (REFCalE), 4(3), 121-130.
Alm, C. O. (2003). English in the Ecuadorian commercial context. World Englishes, 22(2), 143-158.
Baker, W. (2015). Research into Practice: Cultural and intercultural awareness. Language Teaching, 48(1), 130-141.
Baldauf, R. B. & Kaplan, R. B. (2007). Language policy and planning in Ecuador, Mexico and Paraguay: Some common issues. En R. B. Baldauf & R. B. Kaplan (eds.), Language planning & policy. Latin America, Vol. 1 Ecuador, Mexico and Paraguay (pp. 6-39). Multilingual Matters Ltd.
Banfi, C. & Day, R. (2005). The evolution of bilingual schools in Argentina. En A. M. de Mejía (ed.), Bilingual education in South America (pp.65-78). Multilingual Matters.
Barrow, R. (1990). Culture, values and the language classroom. En B. Harrison (ed.), Culture and the language classroom. ELT documents 132 (pp. 3-10). Modern English Publications & The British Council.
Bayyurt, Y. & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. En A. Matsuda (ed.), Preparing teachers to teach English as an international language (pp. 2-18). Multilingual Matters.
Borg, S. & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38. https://doi.org/10.1177/1362168817725759
Borón, A. (2005). Un imperio en llamas. Observatorio Social de América Latina, VI(18), 271-287, CLACSO.
Borón, A. (2009). De la guerra infinita a la crisis infinita. Mundo Siglo XX: Revista del Centro de Investigaciones Económicas, Administrativas y Sociales del Instituto Politécnico Nacional, 16, 29-37.
Borón, A. y Vlahusic, A. (2009). El lado oscuro del imperio. La violación de los derechos humanos por los Estados Unidos. Ediciones Luxemburgo.
British Council. (2015). English in Ecuador. An examination of policy, perceptions and influencing factors. https://www.teachingenglish.org.uk/sites/teacheng/files/English%20in%20Ecuador.pdf
Byram, M. (2014). Twenty-five years on – from cultural studies to intercultural citizenship. Language, Culture and Curriculum, 27(3), 209–225.https://doi.org/10.1080/07908318.2014.974329
Byram, M. (2018). An essay on internationalism in foreign language education. Intercultural Communication Education, 1(2), 64-82. https://dx.doi.org/10.29140/ice.v1n2.54
Byram, M.. (2020). The responsibilities of language teachers when teaching intercultural competence and citizenship: An essay. China Media Research 16(2), 77-84.
Canagarajah, S. (1999a). Resisting linguistic imperialism in English teaching. Oxford University Press.
Canagarajah, S. (1999b). Interrogating the “native speaker fallacy”: Non -linguistic roots, non- pedagogical results. En G. Braine (ed.), Non-native educators in English language teaching (pp. 77-91). Lawrence Erlbaum.
Canagarajah, S. (2002). Globalization, methods and practice in periphery classrooms. En D. Block & D. Cameron (eds.), Globalization and language teaching (pp. 134-150). Routledge.
Canagarajah, S. (2007). From Babel to Pentecost: Postmodern glottoscapes and the globalization of English. En L. Anglada, M. L. Barrios & J. Williams (eds.), Towards the Knowledge Society: Making EFL Education Relevant (pp. 22-35). British Council.
Canagarajah, S. (2020). Transnational work, translingual practices, and interactional sociolinguistics. Journal of Sociolinguistics, 24(5), 555-573.https://doi.org/10.1111/josl.12440
Canale, G. (2015). Mapping conceptual change: The ideological struggle for the meaning of EFL in Uruguayan education. L2 Journal, 7(3),15-39.
Castren, R. (2019). Critical aspects of teaching English as a second language in Venezuela. http://gis.stlawu.edu/images/lrc/ESL/papers/Venezuela.pdf
Chilton, G. & Leavy, P. (2014). Arts-Based research practice: Merging social research and the creative arts.. En P. Leavy (ed.), The Oxford Handbook of Qualitative Research (pp. 403-422). Oxford University Press.
Cogo, A. &. Siqueira, D. S. P. (2017). “Emancipating myself, the students and the language”: Brazilian teachers’ attitudes towards ELF and the diversity of English. Englishes in Practice, 4(3), 50-78.
Cohen, L., Manion, L. & Morrison, K. (2018). Research methods in education (8th ed.). Routledge Taylor & Francis Group.
Consejo de Educación Superior. (2019). Reglamento de Régimen Académico. https://www.gob.ec/sites/default/files/regulations/2020-02/Reglamento%20de%20R%C3%A9gimen%20Acad%C3%A9mico.pdf
Corbin, J. & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage.
Crystal, D. (2008). Two thousand million? English Today, 24(01) 3-6.
Crystal, D. (2011a). English: A status report. Spotlight, 9(11), 28-33. https://www.davidcrystal.com/Files/BooksAndArticles/-4076.pdf
Crystal, D. (2011b). A global language. En P. Seargeant & J. Swann (eds.), English in the World: History, Diversity, Change (pp.151-196). Routledge Taylor & Francis Group.
Davies, A. (2003). The native speaker: Myth and reality. Multilingual Matters.
Dewey, M. (2014). Pedagogic criticality and English as a Lingua Franca. Revista ATLANTIS de la Asociación Española de Estudios Angloamericanos, 36(2), 11-30.
Fiedler, S. (2022). English as a lingua franca and linguistic justice: insights from exchange students’ experiences. Revista Internacional de Sociología del Lenguaje, (277), 17-32. https://doi.org/10.1515/ijsl-2021-0075
Finardi, K. R. (2018). English as a global language in Brazil: A local contribution. En T. Gimenez, M. Salles El Kadri, & L. C. Calvo, English as a lingua franca in teacher education (pp. 71-86). De Gruyter Mouton.
Galloway, N. & Numajiri T. (2020). Global Englishes language teaching: Bottom-up curriculum implementation. TESOL Quarterly, 54(1), 118-145.
Gamero, M. (2017). Status of the English language in Venezuela: Current Curricular Implementation. The Warwick ELT Online https://thewarwickeltezine.wordpress.com/2017/01/31/111/
Gimenez, T., Salles, M., & Cabrini, L (2017). English as a Lingua Franca in teacher education: A Brazilian perspective. De Gruyter Mouton.
Graddol, D. (2006). English next: Why global English may sign the end of “English as a foreign language”. British Council.
Hamel, R. E., Álvarez López, E. & Pereira Carvalhal, T. (2016). Language policy and planning: challenges for Latin American universities. Current Issues in Language Planning, 17(3–4), 278–297.https://doi.org/10.1080/14664208.2016.1201208
Hernández, R. (2012). La enseñanza del inglés en Venezuela: Una visión retrospectiva. Heurística, 15, 155-171.
Holliday, A. (2005). The struggle to teach English as an international language. Oxford University Press.
Holliday, A. (2009). English as a Lingua Franca, ʻNon-native Speakerʼ and cosmopolitan realities. En F. Sharifian (ed.), English as an international language: Perspectives and pedagogical issues (pp. 21-33). Multilingual Matters.
Holly, D. (1990). The unspoken curriculum, or how language teaching carries cultural and ideological messages. En B. Harrison (ed.), Culture and the language classroom. ELT documents, 132 (pp.11-19). Modern English Publications & The British Council.
Houghton, S. A. & Bouchard, J (eds.). (2020). Native-speakerism. Its resistance and undoing. Springer Nature.
Intriago, E., Villafuerte, J., Bello, J. y Cevallos, D. (2019). El Inglés como lengua extranjera en el contexto universitario ecuatoriano. En A. Bon y M. Pini, (comp.). Cultura, ciudadanía y participación: Perspectivas de educación inclusiva (pp. 229-249). Pangea.
Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford University Press.
Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly , 40(1), 157-181.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford University Press.
Jenkins, J. (2009). World Englishes: A resource book for students. Routledge.
Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85.
Jenkins, J. (2018). The future of English as a Lingua Franca? En J. Jenkins, W. Baker & M. Dewey (eds.). The Routledge Handbook of English as a Lingua Franca (pp.594-605). Routledge.
Jenkis, J., Cogo, A & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281–315.
Kachru, B. (1992). Teaching World Englishes. En B. Kachru, (ed.), The other tongue: English across cultures (pp. 355-365). University of Illinois Press.
Kachru, B. (1996). World Englishes: Agony and ecstasy. Journal of Aesthetic Education, 30 (2),135-155.
Kachru, Y. & Smith, L. (2008). Cultures, contexts and World Englishes. Routledge.
Kubota, R. & Ward, L. (2000). Exploring linguistic diversity through World Englishes. English Journal, 89(6), 80-86.
Llurda, E. (2009). Attitudes towards English as an international language: The pervasiveness of native models among L2 users and teachers. En F. Sharifian, (ed.), English as an international language: Perspectives and pedagogical issues (pp.119-134). Multilingual Matters.
López Barrios, M. & Villanueva de Debat, E. (2011). From grammar translation to CLT: A retrospective view of coursebooks produced in Argentina. En D. J. Fernández, A. M. Armendáriz, R. Lothringer, L. Pico & L. Anglada (eds.), Communicative language teaching and learning revisited: What more than three decades of experience have taught us. Actas de la XXXVI Conferencia FAAPI (pp. 21-33). FAAPI.
López, R., Gregson, M., Medina, S. & Esteves, F. (2018). English language teaching within the state education system in Venezuela: Goals, achievements and challenges. En J. Hernández-Fernández & J. Rojas, (eds.), Políticas públicas de inglés en América Latina: English public policies in Latin America: Looking for innovation and systemic improvement in quality English language teaching (pp.83-90). British Council.
Macías Mosquera, K., & Villafuerte Holguín, J. (2020). Teaching English Language in Ecuador: A review from the inclusive educational approach. Journal of Arts & Humanities, 9(2), 75-90.
Maersk Nielsen, P. (2003). English in Argentina: A sociolinguistic profile. World Englishes, 22, 199-209.
Mauranen, A. (2012). Exploring ELF. Academic English shaped by non-native speakers. Cambridge University Press.
Mauranen, A. (2018). Conceptualising English as a Lingua Franca. En J. Jenkins, W. Baker. & M. Dewey, (eds). The Routledge Handbook of English as a Lingua Franca (pp. 7-24). Routledge.
McArthur, T. (1998). The English language. Cambridge University Press.
McKay, S. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford University Press.
McKay, S. (2003). Toward and appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1-22.
McKinney, C. (2017). Language and power in post-colonial contexts: Ideologies in practice. Routledge.
Methitham, P. (2009). An exploration of culturally-based assumptions guiding ELT practice in Thailand, a Non-Colonized nation. Universidad de Indiana, Pensilvania.
Ministerio de Educación, Dirección Sectorial de Planificación y Presupuesto. (1987). Educación Básica: Modelo normativo del plan de estudio y evaluación del desempeño escolar.
Ministerio de Educación. (2014a). Lineamientos Curriculares Nacionales. Inglés como Lengua Extranjera. Quito, Ecuador. https://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-Lineamientos-Curriculares-Nacionales-EFL-Agosto-2014.pdf
Ministerio de Educación. (2014b). Acuerdo N° 0052-14. Documentos legales y normativos https://educacion.gob.ec/wp-content/uploads/downloads/2014/03/ACUERDO-052-14.pdf
Ministerio de Educación. (2019). Currículos de los Niveles de Educación Obligatoria. Nivel Bachillerato. Tomo 2. Quito. https://educacion.gob.ec/wp-content/uploads/downloads/2019/09/BGU-tomo-2.pdf
Ministerio de Educación. (2022). Acuerdo MINEDUC-MINEDUC-2022-00010-A. Documentos legales y normativos. https://educacion.gob.ec/wp-content/uploads/downloads/2022/03/MINEDUC-2022-00010-A.pdf
Modiano, M. (2009). EIL, Native–Speakerism and the failure of European ELT. En F. Sharifian, (ed.), English as an international language: Perspectives and pedagogical issues (pp. 58-77). Multilingual Matters.
Monfared, A. (2020). Equity or equality: outer and expanding circle teachers’ awareness of and attitudes towards World Englishes and international proficiency tests. Journal of Multilingual and Multicultural Development , 43(10), 922–934.https://doi.org/10.1080/01434632.2020.1783542
Morán Panero, S. (2019). “It’s more fashionable to speak it badly”: indexicality and metasemiotic awareness among users of English from the Spanish-speaking world. Journal of English as a Lingua Franca, 8(2), 297-332.
Muhr, T. (1991). ATLAS/ti –A prototype for the support of text interpretation. Sociología cualitativa, 14(4), 349-371.
Muhr, T. (2005). User’s manual for Atlas ti 5.0. Scientific Software Development.
Nunan, D. (2001). English as a global language. TESOL Quarterly, 35, 605-606.
Ortega-Auquilla, D. P., y Minchala-Buri, O. E. (2019). Explorando las aulas de clase de inglés en Cañar: Currículo, instrucción y aprendizaje . Ciencia UNEMI, 12(30),57-73.
Ortega-Auquilla, D. P., Tamayo-Maggi, M. R., Hidalgo-Camacho, C. & Auccahuallpa-Fernández, R. (2019). Factors that influence Ecuadorian university students’ motivation towards English learning: An exploratory research study. Dominio de las Ciencias, 5(2). 736-766.
Paran, A., & Williams, E. (2007). Editorial: lectura y alfabetización en países en desarrollo. Revista de Investigación en Lectura, 30(1), 1-6.
Pennycook, A. (1994). The cultural politics of English as an international language. Longman.
Pennycook, A. (2021). Critical applied linguistics: A critical re-introduction (2nd ed.). Routledge.
Pérez, T. (2015). English in the public sector. The current situation in primary schools in Venezuela. En E. Zeuch & M. Gregson (eds.), The teaching of English in public schools in Venezuela: evidences, experiences and perspectives (pp.13-46). British Council.
Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press.
Phillipson, R. (2001). English for Globalisation or for the world’s people? International Review of Education, 47, 185-200.
Phillipson, R. (2010). Linguistic Imperialism Continued. Routledge.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
Porto, M., Moncada, B., & Calle, A. (2024). English Language teachers’ understandings of English as an International Language of Global Lingua Franca: Comparative perspectives from Argentina, Venezuela and Ecuador. En S. Morán et al., (eds), English as a Lingua Franca in Latin American Education (pp. 185-216). De Gruyter, Inc.
Rajagopalan, K. (2004). The concept of ʻWorld Englishʼ and its implications for ELT. ELT Journal, 52(2), 111-117.
Rajagopalan, K. (2010) The English language, globalization and Latin America: Possible lessons from the ‘Outer circle’. En M. Saxena & T. Omoniyi (eds.), Contending with globalization in World Englishes (pp. 175-195). Multilingual Matters.
Rosa, J., Volpato, M. & Gil, G. (2017). English as a Lingua Franca: Representations and practices of English learners and teachers in Brazil. En T. Gimenez, et al., (eds.), English as a Lingua Franca in Teacher Education: A Brazilian Perspective (pp.137-155). De Gruyter, Inc.
Rosero, M. (2018 enero 15). Ministerio de Educación pidió a Contraloría examinar convenio con Edificar, para enseñanza de inglés. El Comercio.https://www.elcomercio.com/tendencias/sociedad/ministerio-educacion-contraloria-ingles-ensenanza.html
Sadler, K., Selkrig, M., & Manathunga,C. (2016). Teaching is … opening up spaces to explore academic work in fluid and volatile times. Higher Education Research & Development, 36 (1), 171–186. http://dx.doi.org/10.1080/07294360.2016.1171299
Seidlhofer, B. (2011). Understanding English as an international language. Oxford University Press.
Seidlhofer, B. & Widdowson, H. (2017). Thoughts on independent English. World Englishes, 36, 360-362.
Sharifian, F. (2009). English as an international language: An overview. En F. Sharifian (ed.), English as an international language: Perspectives and pedagogical issues (pp.1-18). Multilingual Matters.
Sifakis, N. (2019). ELF Awareness in English Language Teaching: Principles and Processes. Applied Linguistics, 40(2), 288–306. https://doi.org/10.1093/applin/amx034
Strevens, P. (1992). English as an international language: Directions in the 1990s. En B. B. Kachru (ed.), The other tongue: English across cultures (2nd. ed., pp. 27-47). University of Illinois Press.
Tocalli-Beller, A. (2007). ELT and bilingual education in Argentina. En J, Cummins & C. Davison (eds.), International handbook of English language teaching: Part I (pp. 107-122). Springer.
Valdes, J. (1990). The inevitability of teaching and learning culture in a foreign language course. En B. Harrison (ed.), Cultura y aula de lenguas. Documentos ELT 132 (pp. 20-30). Modern English Publications & The British Council.
Wang, L. & Fang, F. (2020). Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education, 7(1), 1778374.https://doi.org/10.1080/2331186X.2020.1778374
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377-389.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford University Press.
Yin, R. K. (2018). Case study research and application: Design and methods (6th ed.). Sage.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Melina Porto, Ana María Calle, Belkys Moncada
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
