Yet class interactions and interview responses continued to show an ingrained coloniality that disrupted our attempt to “decolonize” language education.
Elaborating on the findings, the chapter discusses the teachers’ changing perspectives about translanguaging as a legitimate means of knowledge construction and affirmation of both students’ and their own ethnolinguistic identities. This chapter describes an action research project with a group of Malawian teachers in exploring critical approaches to ESL education that challenge neocolonial ideologies and valorize all communicative repertories for maximized learning and performance.
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