Descolonización y enseñanza del español

Fuertes Gutiérrez, Mara; Márquez Reiter, Rosina and Moreno Clemons, Aris (2023). Descolonización y enseñanza del español. Journal of Spanish Language Teaching, 10(2) pp. 79–91.

DOI: https://doi.org/10.1080/23247797.2023.2294635

Abstract

Spanish Language Teaching (SLT) committed to social justice must operate in terms of accessibility, equity, and representativeness. However, currently the organization of languages education is underpinned by an instrumentalist approach heavily influenced by colonialism and neoliberalism. With the aim of fostering the dialogue on alternatives to teaching Spanish that promote social justice, we discuss the challenges that the discipline faces to address its decolonization and we offer an overview of the interdisciplinary approaches that seek to contribute to that aim. Next, following the results and outcomes from the six papers included in this special issue, we put forward recommendations for restructuring curriculums, so they align with social justice aims. We conclude with a call for reflection-action to researchers and teachers specialized in SLT, whom we commend to contribute, through their research and practices, to visualizing and exercising linguistic education as a tool towards social justice and liberation.

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