A invenção da língua e suas maquinações: educação linguística, colonialidade e racismo

Abstract

Abstract

The specific objective of this article is to question the bases and guidelines that permeate the teaching of foreign languages, trying to problematize the concept of language, and thus understand what it represents on a global scenario, and the local implications of these representations. The main problem/issue is related to the biased proposition that underlies Teaching English to Speakers of Other Languages, understanding it as a colonial practice and, therefore, epistemologically and linguistically racist. To this end, we will use a theoretical debate that questions the traditional notion of Language originating from Linguistics, considering the view of Language as an invention. From this, a discussion situates practices related to Language from a perspective that considers other views of language, such as mobile and multiglossic social practices. As a result, this focal point allows us to bring this discussion to the field of Race and Language Teaching, the idea of Locus of Enunciation and the penetration it brings to Anti-Racist Linguistic Education. The research points out that TESOL is highly surpassed by racist perspectives on language, which are aligned with coloniality and its characteristics of domination in relation to knowledge, beings and languages. An implication of the study for the area is that it stands out as a Coloniality's basis for its perpetuation is the racialization of bodies, and language teaching, especially English teaching, is part of this agenda, as it is done as a good, a commodity, which classifies and divides people into zones of being and non being.

Keywords: Applied Linguistics, Language, Racism, Language Teaching