Abstracts Archive

This paper relies on the assumption that "inclusive" approaches are not enough to decolonize English Language Teaching. Since racism has played a structuring role in the craft of societies (Almeida, 2009), permeating the cultural and literary worlds we inhabit, "sprinkling in" diversity into the mai...

 As an example of Mexican teacher educators' and English student-teachers' attempts at decolonizing Primary English Language Teaching, this paper presents the results of one particular critical-ethnographic-action-research study involving three student-teachers working with low-socio-economic-s...

This presentation describes the work done by a Language Collective based in Canada to revitalize and promote the Quechua language and culture in the diaspora. A hybrid ethnographic approach to document and collect data from in-person and online teaching sessions was utilized. Based on the researcher...

The intercultural individual: Dynamic learning from critical intercultural pedagogy and self-reflectionIn the teaching and learning of foreign languages, intercultural perspectives have become fundamental to provide students with analytical tools that promote Intercultural Communicative Competence (...

English language education in California's post-secondary education systems remains essentially neocolonial in its persisting monolingual habitus, while serving the student population that is majority Latinx (Hispanic) and bilingual. To bring social justice and inclusion into language education mean...

We will share a pedagogic initiative for English learning, carried out in a multi-grade rural school in Patagonia, Argentina. The experience is part of an ongoing four-year-long participatory action-research project and involves primary schoolers between 9 and 14 years old, the rural school communit...

KeywordsPre-In-service teachers' development | Applied linguistics | Interdisciplinarity | Diversity | Inclusion.According to the 2020 Global Education Monitoring (GEM) Report 258 million children and youth were entirely excluded from education, with poverty as the main obstacle to access it. The ch...