Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses

Main Article Content

Jairo Eduardo Soto-Molina
Pilar Méndez

Abstract

The purpose of this paper is to examine and compare the concepts of linguistic colonialism and cultural alienation in University textbooks for teaching English as opposed to the theories about culture in the decolonial turn. Dichotomous categories were established based on the analysis of the cultural component of the textbooks for the teaching of English. The corpus consisted of six textbooks produced by multinational publishers and used in Colombia during the years 2006-2018. Documentary analysis procedures were used to discuss emergent themed contents in relation to cultural components from a critical perspective that unveiled imperialism practices. Results showed that the textbook contents dealt with high levels of alienation burden, superficial cultural components and instrumentation to the submissive person who favors the dominant culture of English and does not offer possibilities to embrace interculturality in ELF teaching contexts.

Article Details

How to Cite
Soto-Molina, J. E., & Méndez, P. (2020). Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses. HOW Journal, 27(1), 11-28. https://doi.org/10.19183/how.27.1.521
Section
Research Reports
Author Biographies

Jairo Eduardo Soto-Molina, Universidad del Atlántico

Jairo Eduardo Soto-Molina studied Social Research at Newbury College, Massachusetts, USA. Postgraduate Diploma in Epistemological Paradigms of Qualitative and Quantitative Research at Instituto de Estudios Avanzados (IAEU). He studied Teaching English to children at the University of California, San Diego, California. Master in Education, University of Antioquia, Medellin, Colombia. PhD in Human Sciences, University of Zulia Maracaibo, Venezuela.

Pilar Méndez, Universidad Distrital Francisco José de Caldas

Pilar Méndez is a Doctor in Education from Universidad Santo Tomás, Bogotá, Colombia; Master in Linguistics from Caro y Cuervo Institute, Colombia. She holds a Bachelor Degree in Languages from Universidad del Atlántico, Colombia. She is currently a tenured lecturer at Universidad Distrital Francisco José de Caldas at the Doctorado Interinstitucional en Educación (ELT Education) and the Bachelor of Arts in English as a foreign language.

References

Agudelo, J. (2007). An intercultural approach for language teaching: Developing critical cultural awareness. Íkala, Revista de Lenguaje y Cultura, 12(18), 185-217.
Álvarez, J. A. (2014). Developing the intercultural perspective in foreign language teaching in Colombia: A review of six journals. Language and Intercultural Communication, 14(2), 226-244. http://dx.doi.org/10.1080/14708477.2014.896922.
Barrantes-Montero, L. G. (2018). Phillipson’s linguistic imperialism revisited at the light of Latin American decoloniality approach. Revista Electrónica Educare, 22(1), 1-19.
Becker, G. S. (2003). The quantity and quality of life and the evolution of world inequality. Springer, USA: National Bureau of Economic Research.
Betancourt, R. F. (1994). Filosofía intercultural. México D.F.: Universidad Pontificia de México.
Bonilla Medina, X. (2008). Evaluating English textbooks: A Cultural Matter. HOW Journal, 15(1), 167-191.
Bonilla Medina, X. (2012). TEFL educational principles: A proposal for changing times. Colombian Applied Linguistics Journal, 14(2), undefined-undefined.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Burch, S. (2005). Sociedad de la información/Sociedad del conocimiento. Palabras en juego, 54-78.
Calvet, L. J. (1981). Lingüística y colonialismo: Breve tratado de globofagia. Madrid: Editores: Gijón.
Calvet, L. J. (2005). Lingüística y colonialismo: Breve tratado de glotofagia. Buenos Aires: FCE.
Canagarajah, A. S. (2000). Resisting linguistic imperialism in English teaching. New York: Oxford University Press.
Canagarajah, A. S. (2013). Agency and power in intercultural communication: Negotiating English in translocal spaces. Language and Intercultural Communication, 13(2), 202-224.
Castañeda Usaquén, M. (2012). Adolescent students’ intercultural awareness when using culture-based materials in the English class. Profile: Issues in Teachers´ Professional Development, 14(1), 29-48.
Castañeda-Peña, H. (2018). Structuralist, poststructuralist and decolonial identity research in English language teaching and learning. In Castañeda-Peña, H., et al., ELT Local Research Agendas I (pp. 17-34). Bogotá: Editorial Universidad Distrital.
Clouet, R. (2012). Studying the role of intercultural competence in language teaching in upper secondary education in the Canary Islands, Spain. Onomázein, 26, 309-334.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in EFL classroom. In E. Hinkel (ed.), Culture in second language teaching (pp. 196-219). Cambridge: Cambridge University Press.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge, England: Cambridge University Press.
De Mejía, A. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, 8, 152-168.
Fandiño, Y. J. (2014). Teaching culture in Colombia Bilingüe: From theory to practice. Colombian Applied Linguistics Journal, 16(1), 81-92.
Farrel, C. (1994). Linguistic colonialism and the survival of subaltern languages: English and Irish. The Public, 1(3), 55-65.
Gómez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile: Issues in Teachers' Professional Development, 17(2), 167-187.
Grosfoguel, R. (2011). Decolonizing post-colonial studies and paradigms of political-economy: Transmodernity, decolonial thinking and global coloniality. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(1), 1-38.
Guerrero, C. (2010). The portrayal of EFL teachers in official discourse: The perpetuation of disdain. Profile: Issues in Teachers´ Professional Development, 12(2), 33-49.
Hrvatić. N. (2007). Interulturalna pedagogija: nove paradigme. Pedagogijska istraživanja, 4(2), 241-254.
Kramsch, C. (2005). Foreign language between knowledge and power. Applied Linguistics, 26(4), 545 -567.
Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.
Liddicoat, A., & Scarino, A. (2013). Intercultural language teaching and learning. Malden, MA: Wiley-Blackwell.
Macedo, D. (2000). The Colonialism of the English only movement. Educational Researcher, 29(3), 15-24.
Macías, D. F. (2010). Considering new perspectives in ELT in Colombia: From EFL to ELF. HOW Journal, 17(1), 181-194.
Maldonado-Torres, N. (2007). Sobre la colonialidad del ser: contribuciones al desarrollo de un concepto. In S. Castro-Gómez & R. Grosfoguel (Eds.), El giro decolonial. Reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 127-167). Bogotá: Iesco-Pensar-Siglo del Hombre Editores.
Márquez-Fernández, Á. B. (2006). El rol de integración política de la ética en la sociedad civil. Polis Revista Latinoamericana 1(13), 1-9.
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture. ELT Journal, 67(3), 294-301.
Meadows, B. (2016). Culture teaching in historical review: On the occasion of ASOCOPI’s fiftieth anniversary. HOW Journal, 23(2), 148-169.
Menard-Warwick, J. (2009). Co‐constructing representations of culture in ESL and EFL classrooms: Discursive faultlines in Chile and California. The Modern Language Journal, 93(1), 30-45.
Mendoza, A. M. (2002). Sobre el imperialismo lingüístico y el idioma inglés. Realidad: Revista de Ciencias Sociales y Humanidades, 88, 511-530.
Muhammad, J. S. (2015). Textbooks and ideology. Asian Journal of Humanities and Social Studies, 3(6), 575-581.
O’Leary, Z. (2014). The essential guide to doing your research project (2nd Ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Ozdemir, A., & Rahimi, A. (2013). Classroom environment and EFL students' feelings of alienation: Reflections on Bahcesehir University setting. Journal of Education and Practice, 4(6), 48-54.
Pennycook A. (2007). ELT and colonialism. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching. Springer International Handbooks of Education (Vol. 15) (pp. 13-24). Boston, MA: Springer.
Pennycook, A. (1998). English and the discourses of colonialism. London, New York: Routledge.
Pennycook, A. (2006). Global Englishes and transcultural flows. New York: Routledge.
Pennycook, A. (2008). Translingual English. Australian Review of Applied Linguistics, 31(3), 30-1.
Phillipson, R. (1992). ELT: The native speaker's burden? ELT journal, 46(1), 12-18.
Phillipson, R. (1994). English language spread policy. International Journal of the Sociology of Language, 107, 7-24.
Phillipson, R. (1996). Linguistic imperialism: African perspectives. ELT Journal, 50(2), 160-167.
Phillipson, R. (2003). English-Only Europe: Challenging language policy. New York: Routledge.
Phillipson, R. (2006). Language policy and linguistic imperialism. An introduction to language policy: Theory and method. UMB Journal, 346-361.
Phillipson, R. (2009). Linguistic imperialism continued. London: Routledge.
Ramos Holguín, B. (2013). Towards the development of intercultural competence skills: A pedagogical experience with pre-service teachers. HOW Journal, 20(1), 206-225.
Rico Troncoso, C. (2012). Language teaching materials as mediators for ICC development: A challenge for materials developers. Signo y Pensamiento, 31(60), 130-154.
Ryan, P. M. (1998). Cultural knowledge and foreign language teachers: A case study of a native speaker of English and a native speaker of Spanish. Language, Culture, and Curriculum, 11, 135-153.
Ryan, P. M. (2003). Foreign language teachers and their role as mediators of language-and-culture: A study in Mexico. Estudios de Lingüística Aplicada, 37, 99- 118.
Stern, H. (1983). Fundamental concepts of language teaching: Historical and interdisciplinary perspectives on applied linguistic research. Oxford: Oxford University Press.
Taylor J. A., & Morales, H. V. (2006). Intercultural competence without international experience. 9th Annual ELT Conference. Bogotá: Universidad de La Salle.
Tollefson, J. (2000). Policy and ideology in the spread of English. In J. K. Hall & W. Eggington (Eds.), The sociopolitics of English language teaching (pp. 7-21). Clevedon: Multilingual matters.