Poststructural Perspectives in English Teaching in Rural Colombia

Abstract

This reflective theoretical article explores the intersection of poststructuralist perspectives and English Language Teaching (ELT) trends, specifically in rural areas of Colombia, addressing language policies that prioritize the utilitarian aspects of English while neglecting its intercultural essence. The objective is to advocate for a poststructuralist approach in reshaping English language education in rural Colombian contexts, challenging utilitarian paradigms to promote inclusivity, equity, and social justice within language learning frameworks. Drawing on extensive research and the author’s ongoing doctoral studies, the paper explores intricate connections among linguistic trends, power dynamics, and language ideologies within ELT. The paper discusses the implications of poststructuralism in Colombian ELT, emphasizing the need for a paradigm shift. Embracing a more inclusive perspective, the study highlights the transformative potential of poststructuralist frameworks in fostering equitable language education.