[en] A CRITICAL ANALYSIS OF AN ENGLISH LANGUAGE TEXTBOOK: PROBLEMATIZING THE HEGEMONY OF THE BRITISH AND AMERICAN PERSPECTIVES

[pt] DOUGLAS DE SOUSA SANTOS

[en] CULTURAL DIVERSITY

[en] BRITISH AND AMERICAN DOMINANCE

[en] INCLUSION

[en] CRITICAL THINKING

[en] ENGLISH TEXTBOOK

[en] This research aims to critically analyze selected sections of an English language teaching coursebook in light of the principles of Critical Applied Linguistics (CAL) (Pennycook, 2001). Considering the issue that the English language is still strongly associated with native speakers from the UK and the USA (Ferreira; Tilio, 2020), this study intends to problematize the pervasive dominance of these countries cultural and social narratives within the analysed material, which is adopted by the institution where I teach international students in Sydney, Australia. The cultural hegemony embedded in this coursebook has created a necessity for me to seek ways to deviate from these Eurocentric ideologies (Pereira, 2000). Using a qualitative methodology of doing research (Heigham; Croker, 2009), I adopt a critical and ethical reflexive perspective of education (Miller, 2013). In this research, I attempt to provide alternative activities that aim to deconstruct this traditional view, and consequently employ the inclusion of diverse cultural identities and social experiences that learners bring to class (Moita Lopes, 2006, 2013). This analysis is aligned with the idea of decolonizing English language education (Mota Ferreira, 2022) , advocating for pedagogical practices that recognize and validate the multicultural realities of students in the context of English as a lingua franca.

RENAN SILVA DA PIEDADE

2025-10-03

[pt] TEXTO

application/pdf

INGLÊS

https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=73352@2

https://doi.org/10.17771/PUCRio.acad.73352