dc.creator | López Gándara, Yiyi | es |
dc.date.accessioned | 2023-06-06T07:48:12Z | |
dc.date.available | 2023-06-06T07:48:12Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | López Gándara, Y. (2020). English language learning and learner empowerment: a mixed-method study of pre-service English teachers' narratives on language, power and identity. Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, 23-43. https://doi.org/10.7764/ONOMAZEIN.NE6.02. | |
dc.identifier.issn | 0718-5758 | es |
dc.identifier.issn | 0717-1285 | es |
dc.identifier.uri | https://hdl.handle.net/11441/146940 | |
dc.description.abstract | It is widely acknowledged that the expansion of English has had a democratising effect:
knowledge is now accessible to a larger number of people worldwide. However, it is also con-
tended that the uncritical and unreflective teaching of English is contributing to reproducing
power structures, accentuating inequalities among speakers. This article presents the results
of a study carried out with 86 final-year students in the Degree of Primary Education (English)
at the University of Seville. Working within the framework of critical research, and combining
both quantitative and qualitative methods, this study analyses learners’ perceptions on com-
municative competence, on the factors that bear upon successful communication, and their
capacity to identify and understand power relations in communicative interactions. Results
show that communicative competence does not necessarily entail learner empowerment;
learners are too worried about linguistic aspects and accuracy when they speak English; they
aspire to a model—the native speaker—that they can never reach; and they are not aware
of power inequalities, their origin and how they transpire in communicative situations. This
analysis points to the need to include a critical component in English language teaching to
equip learners to identify and tackle power asymmetries in communicative interactions. | es |
dc.format | application/pdf | es |
dc.format.extent | 21 p. | es |
dc.language.iso | eng | es |
dc.publisher | Pontificia Universidad Católica de Chile. Instituto de Letras | es |
dc.relation.ispartof | Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, 23-43. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | TEF | es |
dc.subject | Learner empowerment | es |
dc.subject | Mixed-method research | es |
dc.subject | Pre-service teacher education. | es |
dc.title | English language learning and learner empowerment: a mixed-method study of pre-service English teachers' narratives on language, power and identity | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de la Lengua y la Literatura y Filologías Integradas | es |
dc.relation.publisherversion | http://doi.org/10.7764/ONOMAZEIN.NE6.02 | es |
dc.identifier.doi | 10.7764/ONOMAZEIN.NE6.02 | es |
idus.validador.nota | Jesús Díez | es |
dc.journaltitle | Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile | es |
dc.publication.initialPage | 23 | es |
dc.publication.endPage | 43 | es |