Conciencia ILF en un curso de Fonética y Fonología: exploración de las ideologías sobre la lengua inglesa en la formación docente
DOI:
https://doi.org/10.35588/ayr.v7i1.7302Palabras clave:
Inglés como lengua franca, conciencia de ILF, formación de profesores de lenguas, profesores en formación, ideologías lingüísticasResumen
Las ideologías lingüísticas son omnipresentes en la enseñanza del inglés y en la formación del profesorado. Reflejan creencias y prácticas de la sociedad sobre el uso, el aprendizaje y la enseñanza de la lengua, el poder de las variedades de inglés del Círculo Interno y de los hablantes nativos. Estas ideologías no reflejan la realidad del inglés y perpetúan prácticas discriminatorias contra los hablantes no nativos. El inglés como lengua franca (ILF) cuestiona esos discursos, permitiendo marcos lingüísticos y educativos más pluricéntricos y diversos. En este artículo se presenta un estudio de caso desarrollado en un curso de fonética y fonología inglesas en un programa de pregrado en Colombia. Los datos incluyeron observación participante de las sesiones virtuales de clase, grabaciones de vídeo y entrevistas. Los resultados revelaron que la conciencia ILF ayudó a transformar y ratificar algunas de las creencias de los futuros docentes sobre el inglés, su pluricentricidad y propiedad, objetivos de aprendizaje y competencia oral. Los participantes desafiaron ideas preconcebidas sobre el inglés estándar y cuestionaron sus opciones didácticas. El estudio demuestra la necesidad de introducir la conciencia ILF en la formación del profesorado para fomentar su reflexión crítica y su agencia en la enseñanza del inglés.
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Derechos de autor 2025 Anderson Stiven Pulgarín Pérez, Adriana González Moncada
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
