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    2019 Garcia Decolonizing Macedo

    Uploaded by

    Rodrigo Santibáñez Abraham

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    © All Rights Reserved
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    icici aA Sa Trans. #: 230272 call #: PE1073 .D43 2019 Bonctes ca 2 Location: Carleton Library Books Place Lending String: DRB,"MNN,EZN,EZC teat = panos Shipping Address: rh Journal Tie: Decoloizing foreign language Ne Gtauatle Centar, CUNY EN seuttnon the mistoaching of english and other 7a Graduate Center, colonial languages / New York, New York 10016 Volume: Issue: Month/Year: Pages: 152-168 Ari Odyssey: 206.107.49.174 Carleton College Interlibrary Loan = micte author: Garcia, O. § colonizing Foreign, Second, 3 Horiage and ist Languages = | Z imprint: New York, NY : Routledge, 2019, | 2 we number: 194480413 | AMMO GAA | CRIB ESSE D foieenutcloctisny ns Ge https://apps.carleton.edu/campus/library/ Interlibrary Loan, Gould Library Ociccode: MNN | eg Carleton College Phone: (507)222-4257 One North College Street Northfield, MN 55057 Email: illiad-admin.group@carleton.edu \ NOTICE: WARNING CONCERNING COPYRIGHT RESTRICTIONS =’, The copyright law of the United States [Title 17, United States Code], governs the making of photocopies or other reproductions of : copyrighted materials. f 6 DECOLONIZING FOREIGN, SECOND, HERITAGE, AND FIRST LANGUAGES : Implications for Education Ofelia Garcia THE GRADUATE CENTE, ITY UNIVERSITY OF NEW YORK Introduction a Language has been used as a tool of domination, conquest and’ colonization hroughout history. This paper argues that the divisions of language into those that are sid t be “Yorcign” “Second” “heritage!” and even “first” ae constructions Of westera powers, and especially ther schools, © consolidate power and crate governable subjects. [language was seen not san autonomous whole, where one ‘whole can be added to another whole, but a8 sytem of complex and dynamic Janguage practices in which speakers engage to make meaning, Hien named lan- ges a we know them tod; would lose thie powee ‘This paper explores the reions why inthe past 36 wel inthe present, the dynamic language practices of mos people in the world have been viewed with suspicion, as poweefil elites have imposed a way of using language that is con- strained by artical conventions and that reflects their own language practices. NNation-states have co-opted the human potential of language 2 a meaning-making semiotic tool, relegating many speakers toa potion of speechlesines. ‘The conception of autonomous languages constructed by nation-states and {hie schools has abo co-created the concepts of bilinguals, multilingualism and pluringualism prevalent inthe word toda. The expecation continues to be tt Tanguages could be “added” as separate wholes, without taking into account the ‘notin that true multilingual speakers never behave in this way. ‘Because name languages ae constructions of nation-states, they ae identified, especially by schools and in eduestion, a fist (having been born into it in one land) or fori (belonging to another land). And as many nation-states are lured by the supposed economic benefits of acquiting expecially English, and as some ‘minoriized groups gain recognition in the 21st century. new nomenclature have Decolonzing Impliation for Education 153, emerged—seond, thn, heritage language, This chapter reviews the types of lan guage education programs that fit those categories and suggests that they fil t0 leverage the actual language pracices of learners, called here translanguaging, ‘aking up the example of Latinx inthe US, tis paper argues that these lan guage divisions are artical and take up an external nation-state point of view. Seen fom the individual speakers’ perspective, the language practices in which speakers engage are simply theirs—not fs, second, chin, heritage or foreign. But language education programs are implemented 2s being foreign language, second language, heritage language, bilingual education of multilingual education pro- trams. Taking the perspective of speakers, and not of these constructions, We describe how different Latins students in US, classrooms experience linguage ‘education programs in ways that lene out their own language practices; We describe how these different progsams are inadequate for these minortied blin= ual learners, for their language practices go beyond whats billed as “Spanish” or “English,” The result isthe production of an inferior subjectivity that justifies their academic failure as their inability to use language “correctly” Named Languages: Historical Origins ‘That the named languages of nation-states were constructed is a well-known fact, Makoni and Pennycook (2007) insist that we refer to thie construction as “inventions,” 30:28 to recognize that the process was not innocent, but that, in the naming, categorizations of exclusion were crated, The naming of Spanish, English, Portuguese etc a the only legitimate language practic of nation-states has always been purposeful, a way of excluding those who were conguered and colonized. Language standardization has been accompanied by military victories and succesful colonial and imperialistic ventures brief history ofthe historical construction of Spanish and English, che named languages asigned to US Latin, helps contextualize the process. Construction of Castilian Spanish ‘Wat was named Castilian Spanish started to become the standard in the Terian Peninsula concomitandy with the Reconquista against the Moors (718-1492) (Gall, 1974), Is orthography was codified, following the speech ofthe upper clases of Toledo, in the compilation of Castle’ legal tradition of Alfonso X the Wise (0221-1284); known as his Site Paras (1265). Bor it wasn't until the martiage of the Catholic monarch, Iabella I of Castile anil Ferdinand of Aragon, in 1469 ‘that Casiian Spanish gained more power and aushrity In 1492, asthe lst Moors ‘were expelled fiom Granads, Antonio de Nebrija published his Gramatca de a Len {a Castellon, the fest grammar of any Romance language. Nebrija dedicates the srammar 19 Queen Isbell by saying: “Siempre Ia lengua fue comp del imperis” [Language alvys was the companion of empire). Speaking about Nebr purpose 154 feta Cacia in writing this grammar, Walter Mignolo (1995) argues: “He knew thatthe power ‘ofa unified language, via its grammar lyin teaching it to barbarians as wellascon- trolling barbarian languages by writing their grammas”(p. 39) ‘This. Castilian Spanish was then wed in the categuizacén of the Indigenous population to Catholicism (BriceSo Perozo, 1987) throughout the 16th century. 11596 King Philip issued an edict that authored some indigenous languages to 'be sed in evangelization —lenquas generale studied and named by Jesuit mision- fies as Nahuatl, Quechua, Chicha,and Tup(-Guaran, The linguistic practices of ‘many white Europeans who accompanied the misionaries and conguiitadoes 3 ‘well those ofthe indigenous people, were ignored. In 1713 the Real Academia Espatiola was founded on the istactons of Philip V, the fist Bourbon ruler of Spain, to guarantee Spanish norm and to “velar porque los cambios que experiment [...] no guiebe la ese nidad que mantone en odo el

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