Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones

Oviedo-Gomez, Hans Humberto

doi:10.21500/22563202.6664

Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones

Este artículo tiene como objetivo analizar la relación entre la interculturalidad crítica y los libros de texto para la enseñanza del inglés como lengua extranjera. Para lograrlo, analicé 94 documentos, incluyendo artículos, disertaciones y capítulos de libros publicados en diversas bases de datos nacionales e internacionales en el periodo del 2013 al 2023. La revisión de dichos estudios también sirve de medio para comprender cómo diferentes académicos han analizado los libros de texto en sus entornos. Este artículo se deriva de un estudio doctoral que surge de mi interés personal y profesional. La investigación presenta siete tensiones que revelan formas tradicionales de evaluar los libros de texto durante décadas, la necesidad de puntos d... Ver más

Guardado en:

Revista

Revista Guillermo de Ockham

EISSN

2256-3202

Autores

Oviedo-Gomez, Hans Humberto

Editor

UNIVERSIDAD DE SAN BUENAVENTURA

DOI

10.21500/22563202.6664

Volumen

Año de publicación

2024-02-06

Pagina inicial

Pagina final

Pais

Colombia

Palabras claves

análisis de libros de texto

Estado del arte

Revisión de literatura

libros de texto para la enseñanza del inglés

interculturalidad crítica

Licencia

Hans Humberto Oviedo-Gomez - 2024

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

info:eu-repo/semantics/openAccess

http://purl.org/coar/access_right/c_abf2

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institution	UNIVERSIDAD DE SAN BUENAVENTURA
thumbnail	https://nuevo.metarevistas.org/UNIVERSIDADDESANBUENAVENTURA_COLOMBIA/logo.png
country_str	Colombia
collection	Revista Guillermo de Ockham
title	Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones
spellingShingle	Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones Oviedo-Gomez, Hans Humberto análisis de libros de texto Estado del arte Revisión de literatura inglés Interculturalidad Educación interculturalidad libros de texto para la enseñanza del inglés interculturalidad crítica English critical interculturality EFL textbooks interculturality textbook analysis Interculturality Education Literature review State of the art
title_short	Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones
title_full	Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones
title_fullStr	Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones
title_full_unstemmed	Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones
title_sort	interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones
description	Este artículo tiene como objetivo analizar la relación entre la interculturalidad crítica y los libros de texto para la enseñanza del inglés como lengua extranjera. Para lograrlo, analicé 94 documentos, incluyendo artículos, disertaciones y capítulos de libros publicados en diversas bases de datos nacionales e internacionales en el periodo del 2013 al 2023. La revisión de dichos estudios también sirve de medio para comprender cómo diferentes académicos han analizado los libros de texto en sus entornos. Este artículo se deriva de un estudio doctoral que surge de mi interés personal y profesional. La investigación presenta siete tensiones que revelan formas tradicionales de evaluar los libros de texto durante décadas, la necesidad de puntos de vista críticos interculturales más profundos, representaciones culturales e interculturales sesgadas, prácticas de alfabetización acríticas, colonialidad del ser, hegemonía de políticas bilingües, y evaluación, selección y uso controlados de los libros de texto de inglés. Todo esto significa que existe la necesidad de considerar la interculturalidad crítica como un intento de decolonizar las formas tradicionales de enseñar en los diferentes niveles educativos. El resultado de este análisis sugiere, además, una brecha de investigación con respecto a la interculturalidad crítica y los libros de texto para la enseñanza del inglés.
description_eng	This article aims to analyse the relationship between critical interculturality and textbooks for teaching English as a Foreign Language (EFL). To achieve this, I analysed 94 documents, including articles, dissertations, and book chapters published in several national and international databases in the period from 2013 to 2023. The review of these studies also serves as a means to understand how different scholars have analysed textbooks in their contexts. This article is derived from a doctoral study that stems from my personal and professional interests. The research presents seven tensions that reveal traditional ways of analysing textbooks over decades, the need for deeper critical intercultural views, biased cultural and intercultural representations, uncritical literacy practices, coloniality of being, bilingual policy hegemony, and controlled evaluation, selection, and use of EFL textbooks. All this means that there is a need to consider critical interculturality as an attempt to decolonize traditional ways of teaching at different educational levels of education. The result of this analysis further suggests a research gap regarding critical interculturality and EFL textbooks.
author	Oviedo-Gomez, Hans Humberto
author_facet	Oviedo-Gomez, Hans Humberto
topicspa_str_mv	análisis de libros de texto Estado del arte Revisión de literatura inglés Interculturalidad Educación interculturalidad libros de texto para la enseñanza del inglés interculturalidad crítica
topic	análisis de libros de texto Estado del arte Revisión de literatura inglés Interculturalidad Educación interculturalidad libros de texto para la enseñanza del inglés interculturalidad crítica English critical interculturality EFL textbooks interculturality textbook analysis Interculturality Education Literature review State of the art
topic_facet	análisis de libros de texto Estado del arte Revisión de literatura inglés Interculturalidad Educación interculturalidad libros de texto para la enseñanza del inglés interculturalidad crítica English critical interculturality EFL textbooks interculturality textbook analysis Interculturality Education Literature review State of the art
citationvolume	22
citationissue	1
citationedition	Núm. 1 , Año 2024 : El mundo contemporáneo como desafío para una filosofía o un pensar intercultural
publisher	Universidad de San Buenaventura Cali
ispartofjournal	Revista Guillermo de Ockham
source	https://revistas.usb.edu.co/index.php/GuillermoOckham/article/view/6664
language	Inglés
format	Article
rights	https://creativecommons.org/licenses/by-nc-nd/4.0 Hans Humberto Oviedo-Gomez - 2024 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
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spelling	Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones análisis de libros de texto Artículo de revista Estado del arte Revisión de literatura inglés Interculturalidad Educación interculturalidad libros de texto para la enseñanza del inglés interculturalidad crítica Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones Este artículo tiene como objetivo analizar la relación entre la interculturalidad crítica y los libros de texto para la enseñanza del inglés como lengua extranjera. Para lograrlo, analicé 94 documentos, incluyendo artículos, disertaciones y capítulos de libros publicados en diversas bases de datos nacionales e internacionales en el periodo del 2013 al 2023. La revisión de dichos estudios también sirve de medio para comprender cómo diferentes académicos han analizado los libros de texto en sus entornos. Este artículo se deriva de un estudio doctoral que surge de mi interés personal y profesional. La investigación presenta siete tensiones que revelan formas tradicionales de evaluar los libros de texto durante décadas, la necesidad de puntos de vista críticos interculturales más profundos, representaciones culturales e interculturales sesgadas, prácticas de alfabetización acríticas, colonialidad del ser, hegemonía de políticas bilingües, y evaluación, selección y uso controlados de los libros de texto de inglés. Todo esto significa que existe la necesidad de considerar la interculturalidad crítica como un intento de decolonizar las formas tradicionales de enseñar en los diferentes niveles educativos. El resultado de este análisis sugiere, además, una brecha de investigación con respecto a la interculturalidad crítica y los libros de texto para la enseñanza del inglés. Ajideh, P., & Panahi, M. (2016). 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Connecting OER with mandatory textbooks in an EFL classroom: A language theory-based material adoption. The International Review of Research in Open and Distributed Learning, 19(2), 89–110. https://doi.org/10.19173/irrodl.v19i2.3479 Revista Guillermo de Ockham https://revistas.usb.edu.co/index.php/GuillermoOckham/article/view/6664 Inglés https://creativecommons.org/licenses/by-nc-nd/4.0 Hans Humberto Oviedo-Gomez - 2024 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_dcae04bc http://purl.org/redcol/resource_type/ARTREV info:eu-repo/semantics/publishedVersion text/xml info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Universidad de San Buenaventura Cali Publication application/pdf English This article aims to analyse the relationship between critical interculturality and textbooks for teaching English as a Foreign Language (EFL). To achieve this, I analysed 94 documents, including articles, dissertations, and book chapters published in several national and international databases in the period from 2013 to 2023. The review of these studies also serves as a means to understand how different scholars have analysed textbooks in their contexts. This article is derived from a doctoral study that stems from my personal and professional interests. The research presents seven tensions that reveal traditional ways of analysing textbooks over decades, the need for deeper critical intercultural views, biased cultural and intercultural representations, uncritical literacy practices, coloniality of being, bilingual policy hegemony, and controlled evaluation, selection, and use of EFL textbooks. All this means that there is a need to consider critical interculturality as an attempt to decolonize traditional ways of teaching at different educational levels of education. The result of this analysis further suggests a research gap regarding critical interculturality and EFL textbooks. Oviedo-Gomez, Hans Humberto critical interculturality EFL textbooks interculturality textbook analysis Interculturality Education Literature review 22 State of the art 1 Núm. 1 , Año 2024 : El mundo contemporáneo como desafío para una filosofía o un pensar intercultural Journal article 57 74 2024-02-06 https://revistas.usb.edu.co/index.php/GuillermoOckham/article/download/6664/5348 https://revistas.usb.edu.co/index.php/GuillermoOckham/article/download/6664/5349 https://doi.org/10.21500/22563202.6664 10.21500/22563202.6664 2256-3202 2024-02-06T00:00:00Z 2024-02-06T00:00:00Z

Interculturalidad crítica y los libros de texto para la enseñanza del inglés: examinando las tensiones

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