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Vol. 13 No. 35 (2022)
Research and pedagogy

Investigación y pedagogía

Configurations of alterity in second language—Spanish and English—pedagogical practices in Colombia

https://doi.org/10.19053/22160159.v13.n35.2022.14712

Published 2022-12-30

  • Sandra Ximena Bonilla Medina
    • ,
  • Ferney Cruz Arcila
    • ,
  • Vanessa Solano Cohen

Sandra Ximena Bonilla Medina
Universidad Distrital Francisco José de Caldas

Ferney Cruz Arcila
Universidad EAN

Vanessa Solano Cohen
Pontificia Universidad Javeriana

Abstract

The relationship between racial identity, Spanish and English learning as second language, and educational practices and policies has not yet been studied in depth in the Colombian context. To contribute to tackle this issue, we examine how alterity is perceived and configured in pedagogical practices of some Spanish and English teachers. Based on the contributions of Critical Race Theory and, in terms of methodology, supported by Critical Discourse Analysis, we examine teachers’ perceptions and configurations of alterity imbued in their understandings of pedagogical practices. Main findings highlight the permanence of colonial discourses in the perception and configuration of alterity on the part of some teachers, and how such colonial views shape their pedagogical practices. Doing this type of analysis, from our role as educators, raises questions regarding teachers’ political responsibility to combat any type of discrimination.

Keywords

alterity, language teaching, english, spanish, pedagogical practice, racialization

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