Vilma Huerta Córdova
Biographic Data
| ID | 6750160 |
|---|---|
| NAME | Vilma Huerta Córdova |
| GIVEN NAMES | Vilma Huerta |
| FAMILY NAME | Córdova |
| SIGNATURE | CÓRDOVA V H |
| AFFILIATIONS | Benito Juárez Autonomous University of Oaxaca |
| ORCID | 0000-0002-2914-7132 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Futuros profesores de lenguas retando el racismo epistemológico
En la educación superior, el racismo epistemológico que consiste en construir un saber occidental que restringe aquel creado fuera de esa lógica, como las epistemologías indígenas; es común encontrarlo en programas de formación de docentes de idiomas –donde predomina la enseñanza de lenguas hegemónicas como inglés o español– al interesarse escasamente en lenguas originarias. En la Universidad Autónoma “Benito Juárez” de Oaxaca, México, en su prog…
The journey of a critical-oriented ELT curriculum and the identities of teacher educators
The field of second language teacher education has recently focused on issues of social justice through different interventions in language teaching preparation programmes and the analysis of the identity formation of pre-service and in-service language teachers. However, little is known about the identities of teacher educators in second language teacher education programmes. This article, adopting a social justice and critical perspective, retr…
Unveiling the discourses of coloniality
IN ENGLISH(English) language teaching in Mexico occurs within ‘coloniality. Hence, it is imperative to raise the critical multilingual language awareness of future language teachers in terms of colonial practices. In order to promote decolonizing pedagogies, this paper presents the results of a critical-ethnographic-action-research study, whose main goal was to unveil the discourses of coloniality present in the daily lives and personal stories o…
Mexican student-teachers’ “English” language praxicum
Las Del Istmo Son Muy Cabronas ”
Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called “modern” languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to “modernized” individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms othernes…
Las Del Istmo Son Muy Cabronas ”
Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called “modern” languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to “modernized” individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms othernes…
Las Del Istmo Son Muy Cabronas ”
Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called “modern” languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to “modernized” individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms othernes…
Mexican student-teachers’ “English” language praxicum
Unveiling the discourses of coloniality
IN ENGLISH(English) language teaching in Mexico occurs within ‘coloniality. Hence, it is imperative to raise the critical multilingual language awareness of future language teachers in terms of colonial practices. In order to promote decolonizing pedagogies, this paper presents the results of a critical-ethnographic-action-research study, whose main goal was to unveil the discourses of coloniality present in the daily lives and personal stories o…
Futuros profesores de lenguas retando el racismo epistemológico
En la educación superior, el racismo epistemológico que consiste en construir un saber occidental que restringe aquel creado fuera de esa lógica, como las epistemologías indígenas; es común encontrarlo en programas de formación de docentes de idiomas –donde predomina la enseñanza de lenguas hegemónicas como inglés o español– al interesarse escasamente en lenguas originarias. En la Universidad Autónoma “Benito Juárez” de Oaxaca, México, en su prog…
The journey of a critical-oriented ELT curriculum and the identities of teacher educators
The field of second language teacher education has recently focused on issues of social justice through different interventions in language teaching preparation programmes and the analysis of the identity formation of pre-service and in-service language teachers. However, little is known about the identities of teacher educators in second language teacher education programmes. This article, adopting a social justice and critical perspective, retr…
Sociology (5 works) · Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Second Language Learning and Teaching (3 works) · Anthropology (2 works) · Ethnography (2 works) · Global Education and Multiculturalism (2 works) · Political science (2 works) · Psychology (2 works) · Autoethnography (1 work)