A postcolonial framework for brazilian efl teachers’ social identities

This article discusses some of the implications of using a poststructural and postcolonial theoretical framework to understand the positioning of Brazilian EFL teachers in contemporary global society. Foreign language teachers are seen as having a hybrid identity that engages the foreign language/cu...

Full description

Autores:
Menezes Jordão, Clarissa
Tipo de recurso:
Article of journal
Fecha de publicación:
2008
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/24919
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/24919
http://bdigital.unal.edu.co/15956/
Palabra clave:
Teacher identity
hybridity
knowledge
discourse
language
foreign languages
agency
hibridismo
identidad
lenguas extranjeras
globalización
resistencia
transformación
identidade
línguas estrangeiras
globalização
resistência
language
lenguas extranjeras
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional