Critical American Language Praxis: Teaching, Navigating, and Resisting Global English

Session Type: Symposium

Abstract

This symposium introduces “Critical American Language Praxis” (CALP) as an epistemological lens that examines the tensions of Global English in language teaching and learning contexts across North, Central, and South America. It explores CALP as a decolonial project of language teaching and teacher preparation in resistance to Eurocentric, colonial curricula, in the contexts of the US-Mexico borderland, Mexico, Colombia, Ecuador, and Brazil. As a group of papers, this session offers multiple empirical studies on how language teachers and teacher educators embrace critical, decolonial, and anti-oppressive qualitative methodologies to unpack the intersectionality of language and power in linguistically diverse settings across South, Central, North America in ways that counter Eurocentric, whitened, and instrumentalized language curricula and instruction.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 6: De/Colonization and Transformative Curriculum Studies

Chair

• Kevin Donley, Georgetown University

Papers

• What Is Critical American Language Praxis? - Fernando W. Milmo, University of Texas - Rio Grande Valley

• Resisting Colonial Curricula in Kichwa and English Teacher Preparation Programs in a Plurinational Context in Ecuador - Magdalena Madany-Saa, Pennsylvania State University

• A Curriculum That Emanates From Practice: Reflections on Teaching English With Children in Brazil - Juliana Tonelli, Universidade Estadual de Londrina

• An Integrative Review of Translanguaging Scholarship: Unsettling Colonial Perspectives and Raciolinguistic Ideologies in Educational Research - Aixa Avila Mendoza, Texas Tech University; Jairo I. Fúnez-Flores, Texas Tech University; Arun Ramasubramanian; Karina O. De Paula, Texas Tech University

Discussant

• Nelson Flores, University of Pennsylvania