Rethinking modern languages and cultures instruction as decolonizing pedagogy

Abstract

The purpose of this study was to explore secondary modern languages teachers' beliefs about language and their cultural identities, and how these beliefs were embodied in their programs and pedagogical practices. The study also explored how these teachers encouraged their students to use their first languages and cultures to support their acquisition of the languages they were taught. The design of the study was qualitative and emergent and was informed by a decolonizing research methodology.