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This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia, highlighting the country's unique sociolinguistic landscape and offering new insights into multilingualism in the Global South.¿
List of contents
Contents
List of illustrations
Acknowledgements
Critical perspectives on language education in multilingual Colombia: An introduction ANNE-MARIE DE MEJÍA, SILVIA VALENCIA GIRALDO AND NORBELLA MIRANDA
- Multilingual Colombia: Dimensions of linguistic and cultural diversity
SILVIA VALENCIA GIRALDO, NORBELLA MIRANDA AND ANNE-MARIE DE MEJÍA
SECTION I
Creole and Indigenous Languages in Colombia
Decolonizing multilingual practices: Lessons from Colombia
MARIO E. LÓPEZ-GOPAR
- Preserving the Creole language of the Caribbean archipelago of San Andrés and Providence: An ecolinguistic approach to multilingualism in Colombia
RAQUEL SANMIGUEL ARDILA
- Between chants, games and elders (Andi Kanto, jarocheria ku tata ri mae mi). Local strategies for the strengthening of the Palenquero language among young people in San Basilio de Palenque (Bolívar-Colombia)
LUIS RICARDO NAVARRO DÍAZ, SEBASTIÁN SALGADO REYES AND RODOLFO PALOMINO CASSIANI
- Colombia on the path of linguistic revitalization. Some thoughts from Cauca
LILIA TRIVIÑO GARZÓN AND TULIO ROJAS CURIEUX
SECTION II
Language education policy: Discourses, ideologies and local practices
Marginalizing discourses and teacher resilience in Colombian language policy and education
DAVID CASSELS JOHNSON
- English in education policy in Colombia: Two decades of policy discourse and appropriation
NORBELLA MIRANDA AND SILVIA VALENCIA GIRALDO
- English language teaching in rural Colombia amidst the armed conflict: A case study of teacher positioning vis-à-vis policy, practice and the profession
FERNEY CRUZ ARCILA
- Late capitalism and the commodification of English in Colombia: The shaping of language education policy and practice
YECID ORTEGA
- Colombian teachers of English as agents in the implementation of English language policies in a multilingual country: Villains or heroes?
ADRIANA GONZÁLEZ
SECTION III
Interculturality and pedagogy
Interculturality in languages and cultures education
ANTHONY J. LIDDICOAT
- Transemiotizing and re-sourcing resources in language education: Towards a multimodal social semiotic perspective on intercultural communication
JOSÉ ALDEMAR ÁLVAREZ VALENCIA
- Building intercultural language education in Colombia: Insights from research with English language teachers
BEATRIZ PEÑA DIX
- Focusing on dimensions of interculturality in the context of language teacher education: Insights from a case study in Colombia
ISABEL TEJADA-SÁNCHEZ AND ANNE MARIE DE MEJÍA
SECTION IV
Reimagining teacher education: Taking account of diversities and inequalities
Decolonizing and decentering language teacher education in Multilingual Colombia
JUDY SHARKEY
- Nurturing language teacher education in Colombia from a multilingual perspective
FANNY HERNÁNDEZ GAVIRIA AND MARTHA BERDUGO-TORRES
- Contesting the hegemony of English in a country declared to be multilingual: The outcome of research with English language teachers in an in-service program
CARMEN HELENA GUERRERO NIETO AND ÁLVARO QUINTERO-POLO
- Crossing linguistic boundaries with community literacies: A collaborative, place-based ethnography in two urban localities in Bogotá
AMPARO CLAVIJO-OLARTE AND THERESA Y. AUSTIN
- Views on writing and pedagogic practices: A systematic review of the research literature on bilingual (Spanish/English) teaching in Colombia
NEIRA LOAIZA VILLALBA AND CLAUDIA ORTIZ RUIZ
Afterword: Decolonizing Multilingual Colombia
NANCY H. HORNBERGER
Contributors
About the author
Norbella Miranda is Assistant Professor in the School of Language Sciences at Universidad del Valle, Cali, Colombia. She holds a PhD in Educational Sciences from Universidad del Quindiìo, Armenia, Colombia. Her research and publications focus on educational language policies, bi/multilingualism and curriculum development for language education. She is a member of the EILA research group (Equipo de Investigación en Lingüística Aplicada) of Universidad del Valle. Her publications include:
Appropriation of Colombian ELT policy in a targeted school: The creation of an "elite" yet still needy school in the public education system (book chapter, Routledge, 2021).
Anne-Marie de Mejía is Professor in the area of Bilingualism and Bilingual Education at the School of Education at Universidad de los Andes, Bogotá. She holds a Ph.D in Linguistics from Lancaster University, U.K. Her research interests include teacher empowerment, interculturality, language and education policy, and bilingual teacher development.
Silvia Valencia Giraldo is Professor in the area of Sociolinguistics and Bilingualism in the School of Education at Universidad del Quindiìo, Armenia, Colombia. She received her Ph.D from the University of Wales, Aberystwyth, UK., in the area of bilingualism. Her research interests include bilingual classroom interaction, language policy, and literacy.
Summary
This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia, highlighting the country’s unique sociolinguistic landscape and offering new insights into multilingualism in the Global South.
