Decolonizing Foreign Language Education

Abstract

Interdisciplinary pedagogical interventions in second language education take time to be produced. Reading Mignolo’s Local Histories/Global Designs and Gloria Anzaldúa’s Borderlands/La frontera more than ten years ago in my doctoral studies, I would start envisioning curricular and pedagogical interventions among future generalist and bilingual teachers in Texas. There is no doubt that the critical scholarship published in English on the teaching and learning of English and other additional colonial and Indigenous languages taking issues of power has been producing important contributions in the last twenty years. In this urgent envisioning journey, we find that newer scholarship in our field continues deconstructing these issues of power and language, now framing these interventions considering a decolonial turn in the social sciences and humanities, and which incorporates noncolonial epistemologies in this dialogue (Dos Santos, 2014).