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Article published In:
AILA Review
Vol. 36:1 (2023) ► pp.64–90

Addressing race in English language teaching

ORCID logo | Rio de Janeiro
ORCID logo | Rio de Janeiro
The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic materials produced. Results have indicated that the discourse genres selected (Bakhtin, 2003/1979 apud Tilio, 2017) and the set of activities developed are permeated by social voices (Bakhtin, 1981) that promote decolonial dialogues in the English language classroom.
Keywords: race, decoloniality, English language teaching, didactic materials
Article outline
  • Introduction
  • Race as a social (and linguistic) construct
  • Race and English language teaching in Brazil
  • Research questions and methodology
  • Data analysis
  • Travelling to Nairobi
  • Introducing Yennega – The Princess of Gambaga
  • Challenging The Tragedy of Othello
  • Looking from a favela window and appreciating Black Girls’ Magic with Sulwe
  • Echoing voices of resistance
  • Results
  • Conclusions
  • Notes
  • References
Published online: 24 July 2023
DOI logo
https://doi.org/10.1075/aila.22016.coa
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