Decolonizing Language Learning, Decolonizing Research

Index

Chapter 1: Introduction *

Presentation of the study *

Positioning *

So, what is being Indigenous in Mexico? *

Content of the book *

Chapter 2: Identity, power and agency *

Identity, power and agency in language education *

Mainstream approaches to language learning autonomy *

Alternative approaches to language autonomy *

Critical pedagogies in language learning and teaching in Latin America *

Identity, power and agency in post-colonial contexts *

Cultural studies, subaltern theories and post-colonialism *

The Latin American reformulation of post-colonialism: modernity and coloniality *

Globalization, glocalization and hybridization *

Chapter 3: A critical ethnographic case study in Mexico, embedded in a particular postcolonial context *

The particular postcolonial macro and micro contexts *

Brief historical background *

English, Spanish and Indigenous languages in the Mexican context *

The universityâs micro context *

Language teaching methodologies in EFL at the university *

The decolonizing critical ethnographic case study in Mexico *

Research participants *

Data collection methods *

Data analysis and criteria for interpreting the findings *

Ethics *

Chapter 4: University students learning English. Perceptions and subjectivities. *

Studentsâ perceptions of English: colonial legacies and language ideologies *

Modernity: "English and modernity are the same" *

Coloniality: "If I spoke English, people in my community would recognize me as someone knowledgeable" *

The symbolic power of WF participantsâ languages *

The symbolic power of Indigenous languages *

The symbolic power of Spanish *

The symbolic power of English *

"Nosotros y los dem¡s": participantsâ subjective experiences *

Framework shift in the EFL curriculum *

Discrimination *

Impacts of discrimination on studentsâ subjectivities *

Chapter 5: "I would like to make English my own". Studentsâ agency and investment. *

The power of imagined communities *

Imagined communities *

Local imagined communities *

The Power of participantsâ language learning strategies *

Plurilingual learning strategies *

Pluricultural learning strategies *

The power of participantsâ approach to interculturality *

Assimilation vs. hybridization *

The ownership of English *

Chapter 6: Concluding comments. Implications for language education in postcolonial contexts. *

The importance of understanding studentsâ context *

The significance of studentsâ context *

The significance of studentsâ agency *

The need to develop critical reflexive learning opportunities and an integrated policy of language and education *

The importance and challenges to decolonize research *

The framing: Indigenous vs. non-Indigenous *

Use of Interpretative Focus Group *

Positive results of Interpretative Focus Groups *

Final recommendations and questions for future research *

Recommendations for language teaching in post-colonial and heterogeneous Western contexts *

Recommendations for the use of Interpretative Focus Group *

Remaining questions and further research *

References *