This article reveals how racialized practices in English programs affect marginalized voices in Bogotá, suggesting strategies for inclusivity.
Key Points
The results show that standardized forms of English privilege Western identities in Bogotá's educational settings, marginalizing diverse cultural narratives.
Key findings indicate that racial stereotyping in teacher expectations limits student participation and confidence in English language programs.
Assessment involved documentary analysis of curricular materials combined with reflective classroom experiences to reveal underlying biases.
Drives the need for de-racialization strategies, including inclusive curricula and teacher training to enhance intercultural sensitivity.