BETWEEN GRAMMARS AND BODIES
RETHINKING ENGLISH AS A LINGUA FRANCA THROUGH ANTIRACIST LANGUAGE EDUCATION
Resumen
This article explores English as a Lingua Franca (ELF) through the lens of antiracist language education, challenging the persistent idealization of the native speaker and the linguistic norms rooted in whiteness. Drawing on decolonial theory and racial literacy, the paper examines how racialized bodies are marginalized in English language teaching (ELT) practices, revealing the entanglement of language, power, and identity in second language teacher education (SLTE). The discussion foregrounds the epistemic resistance enacted by teachers and learners who disrupt hegemonic discourses and legitimize diverse linguistic repertoires. By interrogating the symbolic inclusion of racialized identities in teaching materials and curricula, the article highlights the limitations of superficial diversity and calls for structural transformation in ELT. It argues that ELF-informed teacher education must critically engage with issues of race, coloniality, and linguistic justice to foster equitable pedagogical practices. The paper also reflects on the implications of profiling the ELF-informed teacher of English, emphasizing the need for transcultural awareness, multilingual sensitivity, and a commitment to dismantling racial hierarchies in language education. Ultimately, this contribution seeks to enrich the ongoing debate on ELF and SLTE by proposing a framework that integrates racial literacy into the professional development of English language teachers.
KEYWORDS: English as a Lingua Franca (ELF), Racial Literacy, Second Language Teacher
Education (SLTE)
Descargas
Citas
ALIM, H. Sami. Introducing raciolinguistics: Racing Language and Languaging Race in Hyperracial Times. In: ALIM, H. Sami; RICKFORD, John R.; BALL, Arnetha F. Raciolinguistics: How language shapes our ideas about race, Oxford University Press, 2016, p. 1-30.
BONFIM, Marco Antonio Lima do. Linguagem e identidade: o lugar do corpo nas práticas identitárias raciais. Revista Linguagem em Foco, v. 8, n. 2, p. 11-22, 2016.
BONFIM, Marco Antonio Lima do. Linguística aplicada e o lugar da educação antirracista no ensino de língua portuguesa: decolonialidade em perspectiva negra. In: Sibaldo, Marcelo Amorim. (org.). Ensino de línguas: propostas e relatos de experiência. São Paulo: Blucher,
p. 39-62.
BORGES, Thais Regina Santos. Branquitude e epistemologia antirracista: por uma linguística aplicada efetivamente crítica. Trabalhos em Linguística Aplicada, v. 60, n. 3, p. 826-840, 2021.
BRAHIM, Adriana Cristina Sambugaro de Mattos; FERNANDES, Alessandra Coutinho; BEATO-CANATO, Ana Paula Marques; JORDÃO, Clarissa Menezes; DINIZ DE FIGUEIREDO, Eduardo Henrique; MARTINEZ, Juliana Zeggio. A linguagem na vida. Campinas: Pontes Editores, 2021.
COLAÇO, Soraia; ALENCAR, Claudiana Nogueira de. A relação linguagem e racismo nas cartografias do currículo de uma escola pública. Revista Linguagem em Foco, v. 8, n. 2, p. 77-88, 2016.
DINIZ DE FIGUEIREDO, Eduardo Henrique; MARTINEZ, Juliana. The locus of enunciation as a way to confront epistemological racism and decolonize scholarly knowledge. Applied Linguistics, v. 42, n. 2, p. 355-359, 2021.
DUBOC, Ana Paula Martinez. Falando francamente: uma leitura bakhtiniana do conceito de “inglês como língua franca” no componente curricular língua inglesa da BNCC. Revista da ANPOLL, v. 1, n. 48, p. 10-22, 2019.
DUBOC, Ana Paula; SIQUEIRA, Sávio. ELF feito no Brasil: expanding theoretical notions, reframing educational policies. Status Quaestionis, v. 2, n. 19, p. 231-258, 2020.
FIORESE, John. ELF feito no Brasil: reflecting glocally about knowledge validity in the epistemic Global South. Arboles y Rizomas, v. 7, n. 1, p. 84-95, 2025.
GOMES, Rosivaldo. Por uma educação linguística crítica, cidadã e decolonial na formação com professores/as e no ensino de Língua Portuguesa. Revista da Anpoll, v. 56, p. 1-17 (e1975), 2025.
HAUS, Camila. Reframing assessment as dialogical reflexivity in English language teaching. 2024. (Doctoral dissertation) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Letras. Available at: https://acervodigital.ufpr.br/xmlui/handle/1884/88335. Access on: 28 apr. 2025.
JENKINS, Jennifer. The phonology of English as an international language. Oxford University Press, 2000.
JENKINS, Jennifer. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, v. 2, n. 3, p. 49-85, 2015.
JOHNSON, Karen E.; GOLOMBEK, Paula R. A sociocultural theoretical perspective on teacher professional development. In: Johnson, Karen E.; Golombek, Paula R. Research on second language teacher education. Routledge, 2011. p. 15-26.
JORDÃO, Clarissa Menezes. A case for ELF feito no Brasil. ELT Journal, v. 77, n. 3, p. 348-356, 2023.
KUBOTA, Ryuko. Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, v. 41, n. 5, p. 712-732, 2020. MAKONI, Sinfree.; PENNYCOOK, Alastair. Disinventing and reconstituting languages. In: Makoni, Sinfree; Pennycook, Alastair. (org.). Disinventing and reconstituting languages. Clevedon, Reino Unido: MPG Books Ltd, 2007, p. 1-41.
MALDONADO-TORRES, Nelson. On the coloniality of being: Contributions to the development of a concept. Cultural studies, v. 21, n. 2-3, p. 240-270, 2007.
MIGNOLO, Walter D. Delinking: The rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality. Cultural studies, v. 21, n. 2-3, p. 449-514, 2007.
MULICO, Lesliê V.; COSTA, Patrícia Helena da S. Construindo um currículo decolonial com as vozes do sul: inglês como língua de denúncia contra violações de direitos humanos. Gragoatá, v. 26, n. 56, p. 1273-1311, 2021.
QUIJANO, Aníbal. Coloniality of power, eurocentrism, and Latin America, Nepantla: Views from South, v. 1, n. 1, p. 533-580, 2000.
ROSA, Jonathan; FLORES, Nelson. Unsettling race and language: Toward a raciolinguistic perspective. Language in society, v. 46, n. 5, p. 621-647, 2017.
SEIDLHOFER, Barbara. Closing a conceptual gap: The case for a description of English as a lingua franca. International journal of applied linguistics, v. 11, n. 2, p. 133-158, 2001.
SEIDLHOFER, Barbara. Of norms and mindsets. Australian Review of Applied Linguistics, v. 31, n. 3, p. 33.1-33.7, 2008.
SIFAKIS, Nicos C. ; LOPRIORE, Lucilla; DEWEY, Martin ; BAYYURT, Yasemin; VETTOREL, Paola; CAVALHEIRO, Lili; SIQUEIRA, Sávio Pimentel; KORDIA, Stefania. ELF-awareness in ELT: Bringing together theory and practice. Journal of English as a Lingua Franca, v. 7, n. 1, p. 155-
, 2018.
SOUZA, Lynn Mário Trindade Menezes de; DUBOC, Ana Paula Martinez. De-universalizing the decolonial: between parentheses and falling skies. Gragoatá, Niterói, v. 26, n. 56, p. 876-911, 2021.
VERONELLI, Gabriela A. The coloniality of language: Race, expressivity, power, and the darker side of modernity. Wagadu: A Journal of Transnational Women's & Gender Studies, v. 13, n. 1, p. 108-134, 2015.
