Unveiling criteria for EFL textbooks through a critical interculturality lens: a proposal for colombian state-funded schools
Barra lateral del artículo
Contenido principal del artículo
Resumen
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Citas
Amador Baquiro, J. C. (2021). Sentipensar desde el Sur: Comunicación (es) y educación (es) para la emancipación. In J. C. Amador Baquiro (Ed.), Comunicación(es) – Educación(es) desde el sur (pp. 11–26). ÉNFASIS, Universidad Distrital Francisco José de Caldas. https://die.udistrital.edu.co/publicaciones/capitulos_de_libro/sentipensar_desde_el_sur_comunicacion_es_y_educacion_es_para_la
Ajideh, P., & Panahi, M. (2016). An Analysis of Culture-Related Content in English Textbooks for Iranian Students Entitled ‘Prospect’ and ‘Vision’ Series. International Journal of Language and Linguistics. Vol. 3, No. 6. 87-93 https://www.ijllnet.com/journal/index/2337
Álvarez Valencia, J. A., & Bonilla Medina, X. (2009). Addressing culture in the EFL classroom: A dialogic proposal. Profile Journal, 11(2), 151-170. https://revistas.unal.edu.co/index.php/profile/article/view/11448
Álvarez Valencia, J. A. (2014). Developing the intercultural perspective in foreign language teaching in Colombia: A review of six journals. Language and Intercultural Communication, 14(2), 1-19 https://doi.org/10.1080/14708477.2014.896922
Álvarez Valencia, J. A. (2016). Meaning Making and Communication in the Multimodal Age: Ideas for Language Teachers. Colombian Applied Linguistics Journal, 18(1), 98-115 https://doi.org/10.14483/calj.v18n1.8403
Álvarez Valencia, J. A. (2021). Practical and theoretical articulations between multimodal pedagogies and an intercultural orientation to second/foreign language education. In J. A. Álvarez-Valencia, A. Ramírez-Espinosa, & O. Vergara-Luján (Eds.), Interculturality in language teacher education: Theoretical and practical considerations (pp. 41 – 69). Universidad del Valle.
Álvarez Valencia, J. A. (2023). Transemiotizing and re-sourcing resources in language education: Towards a multimodal social semiotic perspective on intercultural communication. In N. Miranda, A. M. de Mejía & S. Valencia Giraldo (Eds.), Language education in multilingual Colombia: Critical perspectives and voices from the field. Routledge
Álvarez Valencia, J. A. & Le Gal, D. (2019). Colombians’ Sociocultural Representations of French and U.S. Citizens: Delving into intercultural perceptions. Journal of Intercultural Communication, 51. https://immi.se/oldwebsite/nr51/alvares.html
Álvarez Valencia, J. A. & Miranda, N. (2022). Indigenous students’ agency vis-à-vis the practices of recognition and invisibilization in a multilingual university. Teaching in Higher Education, 27(4), 470-488. https://doi.org/10.1080/13562517.2022.2053952
Amerian, M. & Tajabadi, A. (2020). The role of culture in foreign language teaching textbooks: an evaluation of New Headway series from an intercultural perspective, Intercultural Education, 31(6), 623-644, https://doi.org/10.1080/14675986.2020.1747291
Anvedsen, E. J. (2012). Textbooks, tasks and reading literacy: A close look at the teacher’s resources in secondary school. [Master’s dissertation]. Norwegian University of Science and Technology NTNU.
Arribas Lozano, A. (2021). Interculturalidad, crianza de la diversidad epistémica y diálogo de saberes: apuntes sobre el pluriverso. Pratec.
Bandura, E., & Sercu, L. (2005). Culture teaching practices. In L. Sercu (Comp). Foreign language teachers and intercultural competence. Multilingual Matters, pp. 75-89
Bautista Moyano, J. (2019). Evaluating Meaningful Teacher-Developed Materials for Vocabulary Learning. [Master’s Dissertation]. Universidad Externado de Colombia.
Benham, B., & Mozaheb, M. A. (2013). The depiction of men and women within Iranian high school EFL textbooks, tested against Islamic custom. Journal of Beliefs & Values, 34:1, 100-104, https://doi.org/10.1080/13617672.2013.760253
Bernardes, R., Black, G., Otieno, J., & Wilcox, K. (2019). Teachers’ critical interculturality understandings after an international teaching practicum, Critical Studies in Education, https://doi.org/10.1080/17508487.2019.1620817
Bezemer, J. & C. Jewitt (2010). Multimodal Analysis: Key issues. In L. Litosseliti (Ed.), Research Methods in Linguistics. Continuum. pp. 180-197.
Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia's language education policy. PROFILE Issues in Teachers' Professional Development, 18(1), 185-201. http://dx.doi.org/10.15446/profile.v18n1.51996.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Byrd, P. (2001). Textbooks: Evaluation and selection and analysis for implementation. In M Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 415-427). Heinle & Heinle
Canale, G., & Furtado, V. (2021). Gender in EFL Education: Negotiating Textbook Discourse in the Classroom. Changing English, 28(1), 58-71, https://doi.org/10.1080/1358684X.2020.1812377
Canagarajah, S. (2005). Reconstructing Local Knowledge, Reconfiguring Language Studies. In S. Canagarajah, (Ed.). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ, USA: Lawrence Erlbaum Associates, pp. 3-24 https://doi.org/10.1207/S15327701JLIE0104_1
Cardozo, N., & Lozano, L. (2020). Examining Colombia Bilingüe Policy Appropriation: The case of Public School Teachers Using English Please and Way to Go Textbooks. [Master’s Dissertation]. Universidad Surcolombiana.
Cassany, D. (2015). Literacidad Crítica: leer y escribir la ideología. Universitat Pompeu Fabra. https://www.researchgate.net/publication/251839730
Cassany, D., & Casstellà, J. (2010). Aproximación a la literacidad crítica literacidad. Perspectiva, 28(2), 353–374. https://doi.org/10.5007/2175-795X.2010v28n2p353
Castañeda-Peña, H. (2018). Structuralist, poststructuralist and decolonial identity research in English language teaching and learning: A reflection problematizing the field. ELT Local Research Agendas I. Universidad Distrital Francisco José de Caldas, 17-34.
Castro-Gómez, S., & Grosfoguel, R. (Eds.) (2007). El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global. Universidad Central, Instituto de Estudios Sociales Contemporáneos y Pontificia Universidad Javeriana, Instituto Pensar.
Chan, H., & Cheuk, H. N. J. (2020). Revisiting the notion of ESL: A corpus-based analysis of english textbook instructional language. Ampersand, 7 https://doi.org/10.1016/j.amper.2020.100066
Clawson, R. A., & Kegler, E. R. (2000). The Race Coding of Poverty in American Government College Textbooks. Howard Journal of Communication, 11(3), 179-188, https://doi.org/10.1080/10646170050086312
Cohen, L., Manion, L., & Morrison, K, (2018). Research methods in education (8th Ed.). Routledge.
Correa, D., & Usma Wilches, J. (2013). From a Bureaucratic to a Critical-Sociocultural Model of Policymaking in Colombia. HOW Journal, 20(1), 226-242. https://howjournalcolombia.org/index.php/how/article/view/32
Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2da ed.). SAGE Publications, Inc.
Cunningsworth, A. (1995). Choosing your coursebook. Macmillan Heinemann.
D’Amore, L., & Díaz, M. E. (2020). Interculturalidad y estereotipos sociales en las escuelas rurales de la provincia de Catamarca. Praxis, 16(1), 85–96. https://doi.org/10.21676/23897856.3243
de Mejía, A. (2006). Bilingual education in Colombia: Towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, (8), 152-168. https://doi.org/10.14483/22487085.176
Denzin, N., & Lincoln, Y. (2012). Introducción general. La investigación cualitativa como disciplina y como práctica. In N. Denzin & Y. Lincoln (Coords.), El campo de la investigación cualitativa. Manual de investigación cualitativa, Vol. 1, 43-101.
Dietz, G. (2023). ¿Cómo ruralizar la universidad? Reflexiones sobre interculturalidad y plurilingüismo en la educación superior. Revista Iberoamericana de Educación Rural, 1(1), 135-141. https://inide.ibero.mx/wp-content/uploads/2023/03/riber-1-marzo-septiembre-2023.pdf
Escobar, A. (2014). Sentipensar con la tierra: Nuevas lecturas sobre desarrollo, territorio y diferencia. UNAULA. https://biblioteca.clacso.edu.ar/Colombia/escpos-unaula/20170802050253/pdf_460.pdf
Escobar, A. (2015). Sentipensar con la tierra: Las luchas territoriales y la dimensión ontológica de las epistemologías del Sur. Revista de Antropología Iberoamericana, 11(1), 11–32. https://doi.org/10.11156/aibr.110102
Fals Borda, O. (2009). Una sociología sentipensante para América Latina. Siglo del Hombre Editores y Clacso. https://biblioteca-repositorio.clacso.edu.ar/bitstream/CLACSO/16002/1/Sociologia-sentipensante.pdf
Fandiño-Parra, Y. (2021). Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives. Colomb. Appl. Linguistic. J., 23(2), 166-181. https://doi.org/10.14483/22487085.17087
Gómez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile Issues in Teachers’ Professional Development, 17(2), 167-187. http://dx.doi.org/10.15446/profile.v17n2.44272
Gómez Sará, M. M. (2017). Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans. HOW Journal, 24(1), 139–156. https://doi.org/10.19183/how.24.1.343
González Moncada, A. (2007). Professional development of EFL teachers in Colombia: Between colonial and local practices. Íkala, Revista de Lenguaje y Cultura, 12(18), 309-332. https://doi.org/10.17533/udea.ikala.2722
Granados-Beltrán, C. (2016). Critical Interculturality. A Path for Pre-service ELT Teachers. Íkala, Revista de Lenguaje y Cultura, 21(2), 171–187. https://doi.org/10.17533/udea.ikala.v21n02a04
Granados-Beltrán, C. (2018a). Revisiting the need for critical research in undergraduate Colombian English language teaching. HOW Journal, 25(1), 174-193. https://doi.org/10.19183/how.25.1.355
Granados-Beltrán, C. (2018b). La interculturalidad crítica en los programas de formación inicial de docentes de lenguas extranjeras en el contexto colombiano contemporáneo. [Doctoral dissertation]. Universidad Santo Tomás.
Grant, N. (1987). Making the most of your textbook. Longman.
Guilherme, M. & Dietz, G. (2015). Difference in diversity: multiple perspectives on multicultural, intercultural, and transcultural conceptual complexities. Journal of Multicultural Discourses, 10(1), 1-21. https://doi.org/10.1080/17447143.2015.1015539
Hall, E. T. (1976). Beyond Culture. Anchor Press, Doubleday.
Hall, M. (2014). Gender representation in current EFL textbooks in Iranian secondary schools. Journal of Language Teaching and Research, 5(2), 253-261. https://doi.org/10.4304/jltr.5.2.253-261
Harmer, J. (2007). The Practice of English Language Teaching. Fourth Edition. Longman.
Henao Mejía, E., Gómez, J., & Murcia, J. (2019). Intercultural Awareness and its misrepresentation in textbooks. Colomb. Appl. Linguistic. J., 21(2), pp. 179-193. https://doi.org/10.14483/22487085.14177
Hsiang, T. P., Graham, S., & Liu, X. (2022). Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing. https://doi.org/10.1007/s11145-022-10336-9
Isik, A. (2018). ELT Materials Evaluation: A System and Criteria. Theory and Practice in Language Studies, 8(7), 797-812. https://doi.org/10.17507/tpls.0807.11
Isnaini, F., Setyono, B. & Ariyanto, S. (2019). A visual semiotic analysis of multicultural values in an Indonesian English textbook. Indonesian Journal of Applied Linguistics, 8, 545-553 https://doi.org/10.17509/ijal.v8i3.15253
Itkonen, T., Talib, M., & Dervin, F. (2015). ‘Not all of us Finns communicate the same way either’: teachers’ perceptions of interculturality in upper secondary vocational education and training. Journal of Vocational Education & Training, 67:3, 397-414, https://doi.org/10.1080/13636820.2015.1062998
Kincheloe, J. L. & McLaren, P. (2005). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln. (Eds.). The Sage handbook of qualitative research. Sage Publications, pp. 303-342
Kincheloe, J., & McLaren, P. (2012). Replanteo de la teoría crítica y de la investigación cualitativa. In N. Denzin & Y. Lincoln (Eds.), Paradigmas y perspectivas en disputa. Manual de investigación cualitativa, Vol. 2, 241- 315.
Kramsch, C. (1998). Language and culture. Oxford University Press.
Kress, G. (2012). Multimodal discourse analysis. In J. P. Gee & M. Handford (Eds.). The Routledge Handbook of Discourse Analysis (pp. 35-50). Routledge.
Kumaravadivelu, B. (2016). The Decolonial Option in English Teaching. Can the subaltern act? TESOL Quarterly, 14(1), 66-85. https://doi.org/10.1002/tesq.202
Larrea-Espinar, A., & Raigón-Rodríguez, A. (2019). The development of culture in English foreign language textbooks: the case of English File. Revista de lenguas para fines específicos, 25(2), 114-133. https://doi.org/10.20420/rlfe.2019.384
Layne, H., & Lipponen, L. (2016). Student teachers in the contact zone: developing critical intercultural ‘teacherhood’ in kindergarten teacher education, Globalisation, Societies and Education, 14:1, 110-126, https://doi.org/10.1080/14767724.2014.980780
Lebedeva, M., Veselovskaya, T., Kupreshchenko, O., & Laposhina, A. (2021). Corpus-Based Evaluation of Textbook Content: A Case of Russian Language Primary School Textbooks for Migrants. In J. Rokita-Jaśkow & A. Wolanin (Eds.) Facing Diversity in Child Foreign Language Education (pp. 215 – 233). Second Language Learning and Teaching. Springer. https://doi.org/10.1007/978-3-030-66022-2_12
Lee, K. Y. (2009). Treating culture: What 11 high school EFL conversation textbooks in South Korea do. English Teaching: Practice and Critique, 8, 76-96. https://files.eric.ed.gov/fulltext/EJ847287.pdf
Lee, J. F. (2014). A hidden curriculum in Japanese EFL textbooks: Gender representation. Linguistics and Education, 26, 39-53 https://doi.org/10.1016/j.linged.2014.07.002
Lee, J. F. (2019). In the pursuit of a gender-equal society: do Japanese EFL textbooks play a role? Journal of Gender Studies, 28:2, 204-217, https://doi.org/10.1080/09589236.2018.1423956
Li, J., & Xue, E. (Eds.) (2021). An Analysis of the Curriculum and Textbook Policy in Chinese High Schools. In Education Policy in Chinese High Schools. Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices. Springer. https://doi.org/10.1007/978-981-16-2358-5_3
Littlejohn, A. (2012). Language teaching materials and the (very) big picture. Electronic Journal of Foreing Language Teaching, 9(1), 283-297 https://e-flt.nus.edu.sg/wp-content/uploads/docroot/v9s12012/littlejohn.pdf
Litz, D. (2000). Textbook evaluation and ELT management: A South Korean case study. Asian EFL Journal, 48(1), 1-53 http://www.asian-efljournal.com/Litz_thesis.pdf
Luke, A. (2012). Critical Literacy: Foundational Notes. Theory into Practice, 51(1), 4–11. https://doi.org/10.1080/00405841.2012.636324
Lund, R. (2007). Questions of Culture and Context in English Language Textbooks: A study of textbooks for the teaching of English in Norway. [Doctoral dissertation]. The University of Bergen. https://hdl.handle.net/1956/2421
Machin, D. (2016). Introduction to Multimodal Analysis. Bloomsbury
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Lawrence Erlbaum Associates Publishers.
Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3), 3351- 33514. https://doi.org/10.62707/aishej.v9i3.335
Masuhara, H., & Tomlinson, B. (2008). Materials for general English. In B. Tomlinson (Ed.), English language learning materials. A critical review (pp. 17-37). Continuum.
MEN (2016a). English, Please! Fast Track 1. Richmond https://www.colombiaaprende.edu.co/recurso-coleccion/english-please-fast-track-para-grados-9-10-y-11
MEN (2016b). English, Please! Fast Track 2. Richmond https://www.colombiaaprende.edu.co/recurso-coleccion/english-please-fast-track-para-grados-9-10-y-11
MEN (2016c). English, Please! Fast Track 3. Richmond https://www.colombiaaprende.edu.co/recurso-coleccion/english-please-fast-track-para-grados-9-10-y-11
Mignolo, W. D. (2007). El pensamiento decolonial: desprendimiento y apertura. Un manifiesto In S. Castro-Gómez & R. Grosfoguel (Eds). El giro decolonial: reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 25 – 46). Universidad Central, Instituto de Estudios Sociales Contemporáneos y Pontificia Universidad Javeriana, Instituto Pensar
Mikander, P. (2023). Racism in Finnish School Textbooks: Developments and Discussions. In M. Thrupp, P. Seppänen, J. Kauko, & S. Kosunen (Eds.) Finland’s Famous Education System (pp. 289 – 302). Springer. https://doi.org/10.1007/978-981-19-8241-5_18
Miranda, N. (2021). Appropriation of Colombian ELT policy in a targeted school: The creation of an “elite” yet still needy school in the public education system. In K. M. Bailey & D. Christian (Eds.), Research on teaching and learning English in under-resourced contexts. (pp. 72-84). Routledge and TIRF https://doi.org/10.4324/9781003057284-6
Miranda, N., Berdugo, M. & Tejada, H. (2018). Conflicting views on language policy and planning at a Colombia University. In: A. Liddicoat (Ed.) Language Policy and Planning in Universities (pp. 203-239). Routledge https://doi.org/10.4324/9780203732106-13
Miranda, N. & Valencia Giraldo, S. (2019). Unsettling the ‘challenge’: ELT policy ideology and the new breach amongst state-funded schools in Colombia. Changing English, 26(3), 282-294 https://doi.org/10.1080/1358684x.2019.1590144
Mora, R. A. (2014). Critical Literacy as Policy and Advocacy. Journal of Adolescent & Adult Literacy. 58. 10.1002/jaal.329. https://doi.org/10.1002/jaal.329
Mora, R. A., Chiquito, T., & Zapata, J. D. (2019). Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion. In B. Johannessen (Ed.), Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society (pp.55-57). SpringerLink. https://doi.org/10.1007/978-3-030-05496-0_4
Morales Llano, R. (2022). Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano. Colombian Applied Linguistics Journal, 24(2), 203–218. https://doi.org/10.14483/22487085.18130
Morrell, E. (2012). 21st‐century literacies, critical media pedagogies, and language arts. The Reading Teacher, 66(4), 300-302. https://doi.org/10.1002/trtr.01125
Nofall, M. & Qawar, H. (2015). Gender representation in English language textbooks: Action pack 10. American Journal of Educational Science, 1(2), 14-18.
Núñez-Pardo, A. (2018). The English Textbook. Tensions from an Intercultural Perspective. GIST – Education and Learning Research Journal, (17), 230-259. https://doi.org/10.26817/16925777.402
Núñez-Pardo, A. (2020a). Inquiring into the Coloniality of Knowledge, Power, and Being in EFL Textbooks. HOW Journal, 27(2), 113-133. https://doi.org/10.19183/how.27.2.566
Núñez-Pardo, A. (2020b). Decolonizar el libro de texto de inglés en el contexto colombiano: una apuesta desde la interculturalidad crítica. [Doctoral dissertation]. Universidad Pedagógica y Tecnológica de Colombia UPTC.
Núñez-Pardo, A. (2021). Rethinking the EFL textbook from a critical interculturality stance. In J. A. Álvarez-Valencia, A. Ramírez-Espinosa, & O. Vergara-Luján (Eds.), Interculturality in language teacher education: Theoretical and practical considerations (pp. 141 – 166). Universidad del Valle.
Núñez-Pardo, A. (2022). Indelible Coloniality and Emergent Decoloniality in Colombian-Authored EFL Textbooks: A Critical Content Analysis. Íkala, Revista De Lenguaje Y Cultura, 27(3), 702–724. https://doi.org/10.17533/udea.ikala.v27n3a07
Ortiz-Ocaña, A. L. (2017). Decolonizar la investigación en educación. Praxis, 13(1), 93–104. https://doi.org/10.21676/23897856.2112
Ortiz Rivero, A. M. (2022). Analyzing Contextualization in an English Textbook Used in Public Secondary Schools. [Master’s dissertation]. Universidad Externado de Colombia.
Oviedo-Gómez, H. (2024). Critical Interculturality and EFL Textbooks: Examining the Tensions. Revista Guillermo De Ockham, 22(1), 57–74. https://doi.org/10.21500/22563202.6664
Oviedo-Gómez, H., & Jaramillo-Cárdenas, C. (2023). Critical Intercultural Pedagogical Experiences: The case of two public schools in Colombia. Colombian Applied Linguistics Journal, 25(2), pp. 74-90, https://doi.org/10.14483/22487085.20616
Oviedo-Gómez, H. H., & Álvarez Guayara, H. A. (2019). The contribution of customized lessons with cultural content in the learning of EFL among undergraduates. Colombian Applied Linguistics Journal, 21(1), 15-43. https://doi.org/10.14483/22487085.11877
Patton, M. Q. (2015). Qualitative Research and Evaluation Methods. Sage, pp. 388-477.
Pereira, A. (2013). Representações de gênero em livros didáticos de língua estrangeira: discursos gendrados e suas implicações para o ensino. In A. Pereira & L. Gottheim, (Eds.) Materiais didáticos para o ensino de língua estrangeira: processos de criação e contextos de uso. Mercado de Letras, 1, 113-146.
Quijano, A. (1992). Colonialidad y modernidad/racionalidad. Perú Indígena 13(29), 11-20.
Quijano, A. (2000). Colonialidad del poder y clasificación social. Journal of World-Systems Research, 2, 342-386. Special Issue: Festchrift for Immanuel Wallerstein – Part I http://csf.colorado.edu/jwsr issn 1076-156
Quijano, A. (2014). Cuestiones y horizontes: de la dependencia histórico-estructural a la colonialidad/descolonialidad del poder. Ciudad Autónoma de Buenos Aires, CLACSO.
Rico, C. (2010). The effects of language materials on the development of on intercultural competence. In B. Tomlinson & H. Masuhara (Eds.) Research for Materials Development in Language Learning Evidence for Best Practice (pp. 84 – 201). Continuum. https://doi.org/10.5040/9781474211949.ch-006
Rico, C. (2012). Language teaching materials as mediators for ICC development: A challenge for materials developers. Signo y Pensamiento, 30, 130- 154, http://revistas.javeriana.edu.co/index.php/signoypensamiento/article/view/2416
Rincón, N. J. (2019). Intercultural communicative competence in Spanish as a foreign language: Analysing a course book. Enletawa Journal, 12(1), 39-61.
Rosyidi, A., & Purwati, O. (2017). Revealing Intercultural Communicative Competence in an EFL High School Textbook. Advances in Social Science, Education and Humanities Research (ASSEHR). Atlantis Press, 65-69. https://doi.org/10.2991/soshec-17.2018.13
Sánchez-Fontalvo, I. M., Aguirre-Domínguez, W. R., & Ochoa-Triana, J. C. (2015). La identidad cultural como elemento clave para profundizar en los procesos educativos que apunten a la convivencia en sociedades multiculturales. Praxis, 11(1), 61–75. https://doi.org/10.21676/23897856.1554
Sándorová, Z. (2016). The intercultural component in an EFL course-book package. Journal of Language and Cultural Education, 4(3), 178-203. https://doi.org/10.1515/jolace-2016-0031
Santhosh, L., Rojas, J. C., & Lyons, P. G. (2021). Zooming into Focus Groups: Strategies for Qualitative Research in the Era of Social Distancing. ATS scholar, 2(2), 176–184. https://doi.org/10.34197/ats-scholar.2020-0127PS
Sercu, L. (2005). The Future of Intercultural Competence in Foreign Language Education: Recommendations for Professional Development, Educational Policy and Research. In Sercu, L. (Ed.) Foreign Language Teachers and Intercultural Competence: An international investigation. Cromwell Press, pp. 160-185. https://doi.org/10.21832/9781853598456-012
Sobkowiak, P. (2016). Critical thinking in the intercultural context: Investigating EFL textbooks. Studies in Second Language Learning and Teaching, 6, 697-716. https://doi.org/10.14746/ssllt.2016.6.4.7
Song, H. (2013). Deconstruction of cultural dominance in Korean EFL textbooks. Intercultural Education, 24:4, 382-390, https://doi.org/10.1080/14675986.2013.809248
Soto-Molina, J. E., & Méndez, P. (2020). Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses. HOW Journal, 27(1), 11-28. https://doi.org/10.19183/how.27.1.521
Stec, M. (2021). A Multimodal Analysis of ELT Materials for Young Learners. In J. Rokita-Jaśkow & A. Wolanin (Eds.) Facing Diversity in Child Foreign Language Education. Second Language Learning and Teaching (pp. 181 – 199). Springer. https://doi.org/10.1007/978-3-030-66022-2_10
Su, Y. (2016). The international status of English for intercultural understanding in Taiwan's high school EFL textbooks. Asia Pacific Journal of Education, 36(3), 390-408, https://doi.org/10.1080/02188791.2014.959469
Suwarno, Triyono, S., Ashadi, & Sahayu, W. (2021) Gender Construction in the Indonesian Government-Distributed English Textbook: Combining Critical Discourse Analysis and Corpus Linguistics. Sexuality & Culture 25, 2158–2175. https://doi.org/10.1007/s12119-021-09870-5
Syairofi, A., Mujahid, Z., Mustofa, M., Faruq Ubaidillah, M, & Namaziandost, E. (2023). Emancipating SLA Findings to Inform EFL Textbooks: A Look at Indonesian School English Textbooks. The Asia-Pacific Education Researcher Journal, 32, 177–188. https://doi.org/10.1007/s40299-022-00642-9
Syarifuddin, (2014). Sexism in EFL textbooks used in Indonesian schools. Lingua, 9(1), 62-74. https://doi.org/10.18860/ling.v9i1.2558
Tajeddin, Z., & Ghaffaryan, S. (2020). Language Teachers’ Intercultural Identity in the Critical Context of Cultural Globalization and Its Metaphoric Realization, Journal of Intercultural Communication Research, 49(3), 263-281, https://doi.org/10.1080/17475759.2020.1754884
Tlostanova, M., & Mignolo, W. D. (2009). Global Coloniality and the Decolonial Option. Epistemologies of Transformation: The Latin American Decolonial Option and its Ramifications. Department of Culture and Identity. Roskilde University, (6) 130-147
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042
Trigos-Carrillo, L., Rogers, R., & Jorge, M. (2021). Critical literacy: Global histories and antecedents. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The Handbook of Critical Literacies (pp. 10-23). Routledge.
Tubino, F. (2004). Del interculturalismo funcional al interculturalismo crítico. En M. Samaniego y C. G. Garbarini (Comps.). Rostros y fronteras de la identidad. Universidad Católica de Temuco. pp. 51-164.
Tubino, F. (2005). La interculturalidad crítica como proyecto ético-político. Encuentro continental de educadores agustinos, from 24 to 28, January, 2005, https://oala.villanova.edu/congresos/educacion/lima-ponen-02.html.
Tubino, F. (2013). Interculturalidad para todos: ¿un slogan más?, PALESTRA Portal de Asuntos Públicos de la PUCP, http://repositorio.pucp.edu.pe/index//handle/123456789/11898
Ur, P. (1996). A course in language teaching. Practice and theory. Cambridge University Press.
Usma Wilches, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123-141, https://revistas.unal.edu.co/index.php/profile/article/view/10551
Vaismoradi, M., Bondas. T., & Turunen, H. (2013). Content Analysis and Thematic Analysis: Implications for Conducting a Qualitative Descriptive Study. Journal of Nursing & Health Sciences, 15, 398-405. https://doi.org/10.1111/nhs.12048
Valencia Giraldo, S. (2006). Literacy practices, texts, and talk around texts: English language teaching developments in Colombia. Colombian Applied Linguistics Journal, 8, 7-37. https://doi.org/10.14483/22487085.170
Viaña, J., Tapia, L., & Walsh, C. (2010). Construyendo interculturalidad crítica. Instituto Internacional de Integración del Convenio Andrés Bello.
Walsh, C. (2007). Interculturalidad y colonialidad del poder. Un pensamiento y posicionamiento “otro” desde la diferencia colonial. En S. Castro-Gómez & R. Grosfoguel (Eds.), El giro decolonial. Reflexiones para una diversidad epistémica más allá del capitalismo global (pp. 47 – 62). IESCO Pensar-Siglo del Hombre Editores.
Walsh, C. (2009a). Interculturalidad crítica y educación intercultural. Artículo ampliación de la ponencia presentada en el Seminario “Interculturalidad y Educación Intercultural”, organizado por el Instituto Internacional de Integración del Convenio Andrés Bello, 9-11 March, 2009, 1-18.
Walsh, C. (2009b). Interculturalidad crítica y pedagogía de-colonial: apuestas (des)de el in-surgir, re-existir y re-vivir. In V. Candau (Ed.), Educação intercultural na América Latina: entre concepções, tensões e propostas (pp. 14 – 53). 7 letras. https://redinterculturalidad.wordpress.com/wp-content/uploads/2014/02/interculturalidad-crc3adtica-y-pedagogc3ada-decolonial-walsh.pdf
Walsh, C. (2010). Interculturalidad crítica y pedagogía de-colonial: in-surgir, re-existir y re-vivir. Educación Intercultural en América Latina: memorias, horizontes históricos y disyuntivas políticas, Patricia Melgarejo. Universidad Pedagógica Nacional–CONACIT, editorial Plaza y Valdés.
Walsh, C. (Ed.) (2013). Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir (Tomo I). Abya Yala.
Walsh, C. (2014). Lo pedagógico y lo decolonial: entretejiendo caminos. In C. Walsh (Ed.) Pedagogías Decoloniales. Prácticas Insurgentes de Resistir, (Re)Existir y (Re)Vivir. Tomo I. Editorial Abya Yala.
Walsh, C. (2015). ¿Interculturalidad? Fantasmas, fantasías y funcionalismos. In Montufar C & Balseca F. (Eds.), Ecuador: desafíos para el presente y el futuro (pp. 269 – 282). Universidad Andina Simón Bolívar, Ediciones La Tierra. https://www.redalyc.org/pdf/5519/551956254003.pdf
Widodo, H., Perfecto, M., Van Canh, L., & Buripakdi, A. (Eds.) (2018). Situating Moral and Cultural Values in ELT Materials. English Language Education, vol 9. Springer. https://doi.org/10.1007/978-3-319-63677-1
Zárate Pérez, A. (2014). Interculturalidad y decolonialidad. Tabula Rasa (20), 91-107. https://revistas.unicolmayor.edu.co/index.php/tabularasa/article/view/1287
Xiang, R., & Yenika-Agbaw, V. (2021). EFL textbooks, culture and power: a critical content analysis of EFL textbooks for ethnic Mongols in China. Journal of Multilingual and Multicultural Development, 42:4, 327-341, https://doi.org/10.1080/01434632.2019.1692024
Zhang, X. (2017). A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer. Journal of Language and Cultural Education, 5(1), 78-102. https://doi.org/10.1515/jolace-2017-0005
Zhang, X. (2018). Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption. The International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3479