Contra-hegemonic language teaching in Colombia: Embracing translanguaging and the ecology of languages reflections
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Abstract
This educational reflective article presents the principles of the ecology of the language, the ecology of learning, and translingualism as a decolonial pedagogy to teach and learn languages. The reflection means to promote the inclusion and recognition of native languages and culture within language teaching and learning processes, both in classrooms and in multilingual contexts permeated by foreign and native languages. The article arose from research conducted under a qualitative approach, of a hermeneutic documentary, in which the analysis of open-type data and the results insisted on a different pedagogy from that proposed by the translingualism. The article concluded with the description of a significant experience redesigning the syllabus of the subject Pedagogy and Language Teaching at the bachelor’s degree programs in a private university in Colombia. Authors expect that the ideas presented in this article give meaning to the design and creation of guidelines and policies that determine a decolonial and meaningful way of teaching languages.
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