Decolonizing primary English language teaching / Mario E. López-Gopar.

Format:

Book

Author/Creator:

López Gopar, Mario, author.

Contributor:

SCHAEFER, MICHAEL K. FUND.

Series:

Linguistic diversity and language rights ; 12.

Linguistic Diversity and Language Rights ; 12

Language:

English

Subjects (All):

English language--Study and teaching (Primary)--Spanish speakers.

English language.

Mexico--Study and teaching (Primary)--English speakers.

Mexico.

Mexico--Language policy.

Physical Description:

xv, 233 pages : illustrations ; 25 cm.

Place of Publication:

Bristol : Multilingual Matters, [2016]

Summary:

This book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in educational systems and are discriminated against by the mainstream. Led by their instructor, a group of student teachers aspired to challenge the apparent world phenomenon that associates English with 'progress' and make English work in favor of Indigenous and othered children's ways of being. The book uses stories as well as multimodality in the form of photos and videos to demonstrate how the English language can be used to open a dialogue with children about language ideologies. The approach helps to support minoritized and Indigenous languages and the development of respect for linguistic human rights worldwide. Book jacket.

Contents:

1 Decolonizing Primary English Language Teaching (PELT) 1

Benito: A Student from Downtown School 2

Sofia: A Student from Horizons School 4

Laura: One of the Student Teachers Participating in the CEAR Project 4

Mario: The Teacher Educator and the Narrator of this Book 5

What is Decolonizing Primary English Language Teaching? 8

Stories and Multimodality in Decolonizing PELT 15

My Personal Story 18

The CEAR Project: A Methodological Overview 21

Overview of the Book 28

2 Indigenous Peoples and English in Mexico 31

Indigenous Education in Mexico (Five Hundred Years of Modernity/Coloniality) 31

The Pre-Conquest, Indigenous Languages and Writing Systems 32

The First Conquest and Emergence of Colonial Difference 34

The Second Conquest by Liberal or Modernist Thinkers 35

The Third Conquest by Modernists and Schools 37

Indigenous Intercultural Education in the New Millennium 40

Indigenous Peoples in Oaxaca 42

'English' in Mexico 49

Conclusion 58

3 Los de la Ban da (The Gang Members) 60

Dealing with Our Own Desmadres (Issues) 62

Our Identity Texts 72

Our Identity Texts: So What? 86

Children's Lives Matter to Us! 88

4 The Children 94

A Day at Horizons School 94

A Day at Downtown School 100

Migration to Colonia Nueva and Oaxaca City 108

Working Children and Complex Families 113

Concluding Remarks 120

5 Language Practices and Ideologies 122

Indigenous Children's Language Practices 122

Mestizo Children and Indigenous Languages 128

Children and English 132

Our Complex Responsibilities 140

6 Praxicum and Change 144

The First Day of Praxicum at Horizons School 144

The First Day of Praxicum at Downtown School 147

From Shame to Alphabetic Literacy Developers 153

Conclusion 170

7 Student Teachers and Children as Authors and Language Subjects 171

Authentic Syllabi and Materials (Identity Texts) 172

Identity Texts as Culminating Projects 177

The Subjectification of Indigenous Languages 184

Concluding Remarks 192

8 Decolonizing PELT: Grounded Principles 194

Empirically Grounded Principles of Decolonizing PELT 194

What is Going to Happen? 203.

Notes:

Includes bibliographical references (pages 206-222) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the SCHAEFER, MICHAEL K. FUND.

ISBN:

9781783095766

1783095768

OCLC:

945072539

Publisher Number:

99968367958