Enunciative Practices in English Pedagogy. Profiling the Literature from a Border- Perspective
Year: 2025
Type: article
Abstract: This review article reflects on the notion of pedagogy in English language teaching and teacher education. To advance in the state of the art at stake, forty-four articles were profiled out of eighty-eight to trace how pedagogy has been built as a universal that carries onto-epistemological consequences. The analysis here concentrated on the enunciation levels the studies inspected. This manuscript discusses four categories: Critical Decolonial, Translanguaging, and Anti-racist pedagogies. It anchors the conversation from a border-thinking perspective to claim that most approaches to pedagogy focus on protesting against Modern/Colonial pedagogy, but there is little contestation concerning it. This posture contributes to shifting the geography of reason concerning English language pedagogy.
Source: HOW
Author: Diego Ubaque-Casallas
Institution: Universidad Distrital Francisco José de Caldas
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408518788