ERIC Number: EJ1088712
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
The Decolonial Option in English Teaching: Can the Subaltern Act?
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v50 n1 p66-85 Mar 2016
In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands result-oriented action, not just "intellectual elaboration." Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Power Structure, Native Speakers, Language Teachers, Discourse Analysis, Criticism
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Publication Type: Journal Articles; Reports - Evaluative
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