Using Translanguaging to Decolonize English Language Teaching in Colombia: A Narrative Inquiry

Today’s classrooms are linguistically diverse. Nonetheless, English language teaching still uses a separatist model in which other languages and identities reduced subalternized. This evident separation of has forced many speakers to identify with the non-native label, prevented them from using linguistic resources they have previously acquired communicate learn given settings, made different ways exist invisible. From narrative perspective, this article documents how two teacher educators do not conform native ideology by resorting translanguaging pedagogy. It narrates their pedagogical experiences insights preparing teachers Colombia explores use repertoire as mechanism teach. Their narratives reveal that is pedagogy allows challenge discourses framed monolingual perspectives. They also indicate implementing pedagogy, can foster enact counter-nonnative enables reclaim identities. All all, results inquiry suggest it worth pursuing disrupts colonial practices identity discourses.