EFL Teachers’ Professional Development: Towards a counterpart of the English Language Supremacy

  • Aura María Estacio Universidad Distrital Francisco José de Caldas, Colombia
  • Jennyfer Paola Camargo Cely Universidad Distrital Francisco José de Caldas, Colombia
Keywords: English supremacy, colonial discourse, professional development, NES, NNEST

Abstract

This article aims at contributing to the ongoing discussion about the English language Supremacy and its influence in the EFL field. The theoretical discussion presented is retrieved from the literature reviewed in the development of the authors’ master thesis, where it was possible to identify that there are ideological, economical, and sociopolitical aspects immersed in the decision to learn and use English, having as a result that EFL teachers’ educational decisions and practices have been affected. Thereupon, the main contribution of this reflection article is, then, to explore from a theoretical perspective, a resistance discourse that promotes professional development by understanding and reflecting upon the colonial ideas in which this foreign language teaching has been immersed over the years.

Key words: English supremacy, colonial discourse, professional development, NES vs NNEST

Author Biographies

Aura María Estacio, Universidad Distrital Francisco José de Caldas, Colombia

works as an English teacher at Universidad de la Sabana. She supports the processes of designing and developing educational resources to teach English in a hybrid learning environment. She has worked as an English and French teacher in different higher education institutions such as Universidad Pedagógica Nacional and Universidad ECCI. She holds a Bachelor’s degree in Foreign Languages Teaching (Spanish, English and French) from Universidad Pedagógica Nacional and a Master in Applied Linguistics to English Teaching from Universidad Distrital Francisco José de Caldas. Her research interests are discourse analysis, linguistic variations and decolonial studies.

Jennyfer Paola Camargo Cely, Universidad Distrital Francisco José de Caldas, Colombia

works as an English Teacher at Universidad de la Sabana. She supports the processes of designing and developing educational resources to teach English in a hybrid learning environment. She has also worked as an English teacher at Universidad Pedagogica Nacional and different  K-12 schools. She holds a Bachelor's degree in English Teaching Education from Universidad Distrital FJC and a Master in Applied Linguistics from the same university. Her research interests are discourse analysis, bilingualism, and literacy practices

Published
2018-12-17
How to Cite
Estacio, A. M., & Camargo Cely, J. P. (2018). EFL Teachers’ Professional Development: Towards a counterpart of the English Language Supremacy. GIST – Education and Learning Research Journal, (17), 215-229. https://doi.org/10.26817/16925777.408
Section
Case Studies

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