English as a Foreign Language Policy in Latin America: The Neoliberal "Multilingual" Nationalism of Costa Rica

Autor/in	Solano-Campos, Ana
Titel	English as a Foreign Language Policy in Latin America: The Neoliberal "Multilingual" Nationalism of Costa Rica
Quelle	In: Comparative Education Review, 66 (2022) 4, S.643-663 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/721793
Schlagwörter	Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); Language Planning; Educational Policy; Ideology; Neoliberalism; Multilingualism; Politics of Education; Language Proficiency; Elementary School Students; Grade 4; Language Dominance; Nationalism; National Curriculum; Textbooks; Costa Rica; Latin America + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachwechsel; Politics of education; Bildungspolitik; Ideologie; Neo-liberalism; Neoliberalismus; Mehrsprachigkeit; Multilingualismus; Educational policy; Language skill; Language skills; Sprachkompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Sprachliche Dominanz; Nationalismus; Textbook; Text book; Schulbuch; Lehrbuch; Lateinamerika
Abstract	In the last four decades, many Latin American governments have positioned English learning and teaching as a national priority and incorporated it into state-supported "políticas sobre lenguas extranjeras" (foreign language policies) that position the English language as a desirable characteristic of their citizenry. I argue that this phenomenon is driven by the dynamic ways in which ideologies of neoliberalism and multilingualism have been reframed by nation-states to align with nationalist agendas. In this study, I examine the trajectory of linguistic resources, specifically English proficiency, in the discursive space of Costa Rican foreign language policy. Drawing from document analysis and ethnographic fieldwork in a fourth-grade classroom, I reveal how, despite its global and English-dominant rhetoric, English as a foreign language policy mobilized a neoliberal "multilingual" nationalism in the curriculum, textbook, and instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01