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...
- 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