Instructor moves towards decolonial multiliteracies: Insights from English language teaching in Spain and Portugal

• In Event: Decolonial Approaches to the Teaching of English and World Languages

Abstract

Objectives
While the decolonial turn in English language teaching (ELT) has brought innovative instructional practices to the forefront of the field, these works have mostly arisen from contexts in the U.S., Northern Europe, or the Global South, with countries such as Spain and Portugal receiving little attention to date. Yet these nation-states offer unique insights given their super-colonial status (van Stam, 2017)—that is, as countries with histories as former colonizers (Spain and Portugal) where an additional colonizing language (English) is being learned. This study examines English as an Additional Language (EAL) instructor practices in three postsecondary EAL courses in Spain and Portugal. The super-colonial context provided a unique lens through which to examine the integration of implicit decolonial and multiliteracies pedagogies into these classrooms.

Methods
Observations of advanced (C1) and intermediate (B2) discussions of texts in EAL courses were coded using Wei et al.’s (2018) Teacher Move Taxonomy and Dwyer et al.’s (2016) Supporting Students’ Learning from Texts (SSLT) Items, Descriptions, and Dimensions. Triangulation with instructor conversations and classroom materials revealed several of these practices as implicit instructor moves towards multiliteracies and decolonial pedagogies, even when these pedagogies were not explicitly named as such by the instructors.

Findings
Findings highlight the importance of instructor moves in fostering decolonial and multiliteracies-oriented classrooms. While all instructors exhibited some behaviors that aligned with these principles, such as encouraging student participation and promoting critical thinking, the frequency and effectiveness of these moves varied significantly. Instructors who created more collaborative learning environments, such as those incorporating small group activities, were found to be more successful in engaging students in critical dialogue. However, notwithstanding the moves towards decolonial multiliteracies enacted by these instructors, other, more traditional instructor moves prevented the full exploration of these approaches.
Another finding was the tension between the use of canonical texts and the incorporation of diverse voices. While traditional texts dominated the curriculum, some instructors made efforts to introduce materials that represented marginalized perspectives, such as commercials from various English-speaking countries and poetry by African American authors. These instances demonstrated a nascent awareness of the need to challenge dominant narratives and center marginalized experiences.

Significance
This study underscores the challenges faced by instructors in implementing decolonial and multiliteracies practices fully. Factors such as ideologies about English in Spain and Portugal and teacher training may have hindered the widespread adoption of these approaches. Despite these obstacles, the research revealed a tentative movement towards more inclusive and empowering ELT practices in these EAL language classrooms.
Ultimately, this study sheds light on the complexities and contradictions inherent in the integration of decolonial and multiliteracies principles into ELT. It provides a foundation for future research to explore micro-factors, such as instructor moves, that might facilitate or impede the adoption of these practices and to develop more effective strategies for supporting instructors in their efforts to create inclusive and transformative learning environments.

Author

• Michele Back, University of Connecticut