Inglés como lengua franca en la formación docente en Argentina: desentrañando las voces de las formadoras
DOI:
https://doi.org/10.35588/ayr.v7i1.7383Palabras clave:
inglés como lengua franca, formación de docentes de inglés, dúo-etnografía, conceptualizaciones, prácticasResumen
Esta dúo-etnografía examina cómo dos formadoras de docentes de inglés de un profesorado en Argentina han construido una concepción teórica y una pedagogía del inglés como lengua franca (ILF). Algunos debates recientes en el campo de la formación docente dan cuenta de las tensiones entre las agendas neoliberales y de justicia social, y la creciente repercusión de paradigmas como el ILF o lengua internacional. Aún así, persisten perspectivas más tradicionales sobre las lenguas a nivel teórico y pedagógico (Marlina, 2018; Rosa, 2021). La literatura revela la necesidad de integrar el ILF al currículo y la formación docente inicial (Crowther et al, 2024; Matsuda, 2017); sin embargo, cómo llevarlo a la práctica constituye un área de vacancia. A través del diálogo reflexivo y la indagación narrativa en torno al ILF, este estudio reporta los cambios epistemológicos y pedagógicos de las participantes, las limitaciones institucionales y la coexistencia de perspectivas diversas dentro de un mismo programa. Al centrar las voces y la agencia profesional de las formadoras, esta investigación contribuye al desarrollo de pedagogías transformadoras informadas por el ILF y ofrece una mirada crítica sobre las implementaciones locales en programas de formación de profesores de inglés. El estudio también resalta el valor de la dúo-etnografía para examinar perspectivas y prácticas intra-institucionales.
Descargas
Referencias
Bair, M., Bair, D., Niu-Cooper, R., & Diarrassouba, N. (2022). Border crossings: The role of narrative storytelling in the professional identity development of faculty of color. College Teaching, 72(2), 82–89. https://doi.org/10.1080/87567555.2022.2093323
Baker, W. (2018). English as a lingua franca and intercultural communication. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 25–36). Routledge.
Bayyurt, Y., & Sifakis, N. (2017). Foundations of an EIL-aware Teacher Education. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 3-18). Multilingual Matters.
Burleigh, D., & Burm, S. (2022). Doing duoethnography: Addressing essential methodological questions. International Journal of Qualitative Methods, 21.https://doi.org/10.1177/16094069221140876
Croft, W. (2020). English as a lingua franca in the context of a sociolinguistic typology of contact languages. In A. Mauranen, & S. Vetchinnikova (Eds.), Language change: The impact of English as a lingua franca (pp. 44–74). Cambridge University Press.
Cogo, A. (2016). Conceptualizing ELF as a translanguaging phenomenon: covert and overt resources in a transnational workplace. Waseda Working Papers in ELF, 5,61-77.
Crowther, D., Doyama, A., Shin, M., & Gilliland, B. (2024). A comparative case study of GELT implementation in US-based university English language programs. TESOL Quarterly, 59(1), 75-102.https://doi.org/10.1002/tesq.3322
Dearden, J. (2015). English as a medium of instruction - a growing global phenomenon. British Council.
Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141-170.https://doi.org/10.1515/jelf-2012-0007
Dinh, T. N. (2017) Preparing preservice teachers with EIL/WE-oriented materials development. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 131-146). Multilingual Matters.
Dogancay-Aktuna, S., & Hardman, J. (2017). A framework for incorporating an English as an international language perspective into TESOL teacher education. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 19-34). Multilingual Matters.
El Kadri, M.S., Calvo, L.C.S., & Gimenez, T. (2017). English as a lingua franca in an online teacher education program offered by a state university in Brazil. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 181-194). Multilingual Matters.
Freire, P. (2000). Pedagogy of the oppressed. Continuum.
Habibie, P., & Sawyer, R.D. (2024). Duoethnography and English for research publication purposes: Promises and challenges. Research Methods in Applied Linguistics, 3(3), 100148.
Hamid, M.O. (2023). English as a southern language. Language in Society, 52(3), 409-432. https://doi.org/10.1017/S0047404522000069
Holmes, P., & Dervin, F. (2016). Introduction - English as a lingua franca and interculturality: Beyond orthodoxies. In P. Holmes, & F. Dervin (Eds.), The cultural and intercultural dimension of English as a lingua franca (pp. 1–32). Multilingual Matters.
Hopkyns, S., Dovchin, S., & Sultana, S. (2024). The politics of distraction in English-medium higher education across three global settings: A collaborative autoethnography. Current Issues in Language Planning, 26(3), 371–391.https://doi.org/10.1080/14664208.2024.2358692
Jenkins, J. (2015). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 49–85. https://doi.org/10.1515/eip-2015-0003
Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281-315.https://doi.org/10.1017/S0261444811000115
Kachru, B. B. (1976) Models of English for the third world: White man’s linguistic burden or language pragmatics? TESOL Quarterly, 10(2), 221–239.
Karpava, S. (2025) (Ed.). Inclusive education, social justice, and multilingualism. Springer Cham. https://doi.org/10.1007/978-3-031-81194-4
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
Lopriore, L. (2023). Revisiting language teacher education in an ELF aware perspective: responses to innovations. Journal of English as a Lingua Franca, 12(2), 243-266. https://doi.org/10.1515/jelf-2023-2008
Marlina, R. (2014). Teaching English as an international language: Voices from an Australian university classroom [Doctoral dissertation, Monash University]. https://bridges.monash.edu/articles/thesis/Teaching_English_as_an_international_language_voices_from_an_Australian_university_classroom_/4704883?file=16446056
Marlina, R. (2018). Revisiting the pedagogy of English as an international language. RELC Journal, 49(1), 3-8. https://doi.org/10.1177/0033688218765831
Matsuda, A. (2017). Introduction. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. xiii-xxi). Multilingual Matters.
Ortaçtepe Hart, D. (2023). Social justice and the language classroom: Reflection, action, and transformation. Edinburgh University Press.
Pennycook, A. (2010). Language as a local practice (1st ed.). Routledge. https://doi.org/10.4324/9780203846223
Porto, M., & Byram, M. (2015). Developing intercultural citizenship education in the language classroom and beyond. Argentinian Journal of Applied Linguistics, 3(2), 9–29.
Rosa, G. C. (2021). Inglês como língua franca sob um olhar crítico e decolonial [Master’s thesis, Universidade de São Paulo]. https://www.teses.usp.br/teses/disponiveis/48/48138/tde-06072021-152410/pt-br.php
Rosa, G. C., & Duboc, A. P. (2022). Analyzing the concept and field of inquiry of English as a lingua franca from a decolonial perspective. Íkala, Revista de Lenguaje y Cultura, 27(3), 840-857. https://doi.org/10.17533/udea.ikala.v27n3a14
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press. https://doi.org/10.1017/9781316678343
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157–189. https://doi.org/10.1017/S0261444820000518
Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal, 49(1), 88–101.https://doi.org/10.1177/0033688217746206
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
Selvi, A. F. (2017). Preparing teachers to teach English as an International language: Reflections from Northern Cyprus. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 115–132). Multilingual Matters.
Sifakis, N. (2007). The education of teachers of English as a lingua franca: A transformative perspective. International Journal of Applied Linguistics, 17(3), 355–375.https://doi.org/10.1111/j.1473-4192.2007.00174.x
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
Sifakis, N. (2023). Metacognitive and metalinguistic activities can raise ELF awareness: Why and how. Journal of English as a Lingua Franca, 12(1). 43–66. https://doi.org/10.1515/jelf-2023-2006
Vettorel, P., & Lopriore, L. (2017). WE, EIL, ELF and Awareness of their pedagogical implications in teacher education programs in Italy. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (pp. 195-210). Multilingual Matters.
Waddington, J. (2024). Questioning the native speaker construct in teacher education: Enabling multilingual identities and decolonial language pedagogies. Routledge.https://doi.org/10.4324/9781003188896
Werbińska, D. (2020) Duoethnography in applied linguistics qualitative research. Neofilolog, 54(2), 269-283. https://doi.org/10.14746/n.2020.54.2.5
Yuan, R. (2016). ‘This game is not easy to play’: A narrative inquiry into a novice EFL teacher educator’s research and publishing experiences. Professional Development in Education, 43(3), 474–491.https://doi.org/10.1080/19415257.2016.1182936
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 María Gimena San Martín, Ana Cecilia Cad
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
