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Linguistics Colloquium | Beliefs regarding English as a Hegemonic Language: The Case of Ecuadorian English Teachers | Sept. 30

Ohio University’s Linguistics Colloquium Series presents Dr. Ana M. Calle discussing “Beliefs regarding English as a Hegemonic Language: The Case of Ecuadorian English Teachers” on Friday, Sept. 30, at 12:55-1:50 p.m. via Microsoft TEAMS.

 

 

Contact Dr. David Bell, Chair of Linguistics at Ohio University, belld@ohio.edu.

 

Calle is  Associate Professor of the English Teaching Major, University of Cuenca, Ecuador and an alumna of the MA Linguistics program.

 

Abstract: This study explores a contemporary topic within the scope of Teaching English for Speakers of Other Languages from a critical poststructuralist approach in an unexamined context: The case of Ecuador. Phillipson´s (1992) and Holliday´s (2005, 2006, 2013) contributions of linguistic imperialism and native-speakerism, respectively, constitute the main theoretical constructs of this research. It aims to describe the beliefs of a group of Ecuadorian teachers regarding the expansion, use, and teaching of the English language through the lens of a qualitative and interpretive methodology. To collect the data, an online questionnaire, a semi structured interview, and a postcard4 were used; and a process of content analysis was carried out. The findings show fluid and contradictory beliefs. The Ecuadorian teachers consider the spread of English to be a natural phenomenon which brings benefits to its learners, especially in the professional and academic fields. Participants do not believe that the native speakers are the custodians of the English language and deem themselves qualified individuals, prepared to teach this language. Thus, they disagree with the ideas associated with native-speakerism which give preference to native speaker teachers as the ideal English instructors. Teaching English is considered a neutral and apolitical phenomenon characterized by its instrumental purposes. However, these teachers advocate for the development of critical and reflective students. They also display a strong reliance on the teaching approaches established in the center as well as a dependency regarding materials and international exams. Finally, the participants subscribe to the application of translingual practices in the classroom, especially the use of Spanish. They also demonstrate an openness to interculturality and the teaching of English as an International language.

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