This explorative analysis uncovers coloniality in language teacher education in Chile and Guatemala, highlighting decolonial frameworks.
Key Points
Conquistador-settler grammars reveal their pervasive role in language education, leading to violence and erasure across different contexts.
In Chile, coloniality manifests through nation-state symbols and the concept of native-speakerism in education.
This observational analysis spans Chile, Guatemala, and the United States, demonstrating the influences of colonial entanglements on language practices.
Such frameworks emphasize the need for reimagining language teacher education to incorporate decolonial feminism and ecological considerations.
Cite This Study
Peña‐Pincheira et al. (2025) studied this question.