Contra-Hegemonic Language Teaching in Colombia: Embracing Translanguaging and the Ecology of Languages Reflections
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| Title: | Contra-Hegemonic Language Teaching in Colombia: Embracing Translanguaging and the Ecology of Languages Reflections |
|---|---|
| Language: | English |
| Authors: | Johanna Patricia Lopez Úrbina (ORCID |
| Source: | HOW. 2026 33(1):23-42. |
| Availability: | ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Second Language Instruction, Code Switching (Language), Educational Strategies, Ecological Factors, Language Minorities, Ethnic Diversity, Indigenous Populations, Multilingualism, Language Role |
| Geographic Terms: | Colombia |
| ISSN: | 0120-5927 |
| Abstract: | This reflective article explores the implications of contra-hegemonic practices in language education in Colombia, highlighting some misalignment with the country's multicultural and multilingual realities. Throughout the text, authors advocate for a shift from monolingual and standardized methodologies to alternative and inclusive approaches grounded in the translanguaging and the ecology of languages frameworks. The reflection emphasizes the importance of bottom-up educational strategies that empower teachers and students to confront dominant linguistic forms and advocate for preserving minority and marginalized languages. This is essential in classrooms and multilingual contexts where both foreign and native languages coexist. By embracing the ecology of languages, the authors underscore the interconnectedness of languages, considering social, psychological, political, and environmental factors that translanguaging considers essential for a dynamic pedagogical process. Ultimately, this perspective envisions a more inclusive, equitable, and sustainable educational paradigm that connects local and global knowledge. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1515620 |
| Database: | ERIC |
| Abstract: | This reflective article explores the implications of contra-hegemonic practices in language education in Colombia, highlighting some misalignment with the country's multicultural and multilingual realities. Throughout the text, authors advocate for a shift from monolingual and standardized methodologies to alternative and inclusive approaches grounded in the translanguaging and the ecology of languages frameworks. The reflection emphasizes the importance of bottom-up educational strategies that empower teachers and students to confront dominant linguistic forms and advocate for preserving minority and marginalized languages. This is essential in classrooms and multilingual contexts where both foreign and native languages coexist. By embracing the ecology of languages, the authors underscore the interconnectedness of languages, considering social, psychological, political, and environmental factors that translanguaging considers essential for a dynamic pedagogical process. Ultimately, this perspective envisions a more inclusive, equitable, and sustainable educational paradigm that connects local and global knowledge. |
|---|---|
| ISSN: | 0120-5927 |
