publications
Selected articles:
Wong, W., & Ortega, Y. (2023). Addressing anti-black racism in English language teaching: Experiences from duoethnography research. TESOL Quarterly, n/a(n/a). https://doi.org/10.1002/tesq.3291
Ortega, Y., Passi, A. L., dela Cruz, J. W. N., Nii Owoo, M. A., Cale, B., & Sarkar, M. (2023). Beginning the Quilt: A Polyvocal and Diverse Collective Seeking New Forms of Knowledge Production. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231186131
Ortega, Y. (2023). Charlas y Comidas: Humanising focus groups and interviews. Qualitative Research, (early release). https://doi.org/10.1177/14687941231176947
Ortega, Y. (2023). Symbolic annihilation: Processes influencing English language policy and teaching practice. Critical Inquiry in Language Studies, 1–23. https://doi.org/10.1080/15427587.2023.2215361
Ortega, Y., & Oxford, R. (2023). Immigrants’ and refugees’ ‘funds of knowledge(s)’ on the path to intercultural competence. Journal of Multilingual and Multicultural Development, 0(0), 1–12. Link
Ortega, Y. (2021). Transformative pedagogies for English teaching: Teachers and students building social justice together. Applied Linguistics Journal. Link
Ortega, Y. (2021). ‘I wanted to be white’: Understanding power asymmetries of whiteness and racialisation. Whiteness and Education. Download Here
Ortega, Y. (2019). “Teacher, ¿Puedo hablar en Español?” A reflection on plurilingualism and translanguaging practices in EFL. Profile: Issues in Teachers’ Professional Development, 21(2), 155-170.
Download here
Selected book chapters:
Ortega, Y. (2024). Sparking the flame within: From the slums to the academic world. In First-Gen Docs (pp. 70–84). Brill. https://doi.org/10.1163/9789004690479_005
Ortega, Y. (2022). Defying the abyssal line: Towards el Buenvivir in English language teaching. In Handbook of Language and the Global South edited by Lorato Mokwena, Anna Kaiper-Marquez and Sinfree Makoni. Routledge. Link
Ortega, Y. (2021). Working for social justice in a marginalized Colombian English teaching classroom. In D. Christian & K. M. Bailey (Eds.), Research on teaching and learning English in under-resourced areas. (pp.171-184). Routledge and TIRF. Link
Ortega, Y. (2020). “Rebeldes en acción”: A case study in English teaching in a marginalized Colombian high school. In L. M. Berger (Ed.), Social justice and international education: Research, practice, and perspectives (pp. 111–134). NAFSA: Association of International Educators.
Information here
Pluriversal Applied Linguistics: Implications for language teaching and research from the global south (Forthcoming)
This book argues for Pluriversal Applied Linguistics in which language is used and studied in relation to humans, non-humans and beyond humans promoting research and education for a better society and planetary survival for all. Drawing on research conducted in a marginalized community in Bogotá, Colombia, this book offers a fresh perspective towards pluriversalizing applied linguistics research and language teaching with a focus on critical ethnography and decolonial praxis. The book urges us to rethink binary views on language and encourage readers to indulge in insights from the Global South, unlocking the possibilities for the future of language learning, teaching and research.
Ortega demonstrates that English is used as a counter narrative to defy social hierarchies and that teaching is an invaluable humanizing praxis. His research shows how teachers and students collaboratively invent new communicative forms, negotiate their own learning, and strengthen their own culture. The book proposes that a new approach for language teaching and learning focuses on understanding a pluriversality of beings in connection with communities, their identities, cultures, and languages while purposely and vigorously attempting to challenge all forms of oppression and inequity.