Soundscapes of the diver[city]
Principal Investigator: Yecid Ortega
Approach: Walking sound
Status: Collecting data (Belfast, Northern Ireland, UK)
This exploratory study (Jupp, 2006) uses walking methodology (Springgay & Truman, 2017) and soundscaping / sound walking (Carlyle, 2007) - Sound Walking Methodologies (SWM) to capture the cultural and linguistic diversity of the cities (Diver[city]). I immersed myself in walking the main streets of two cities (e.g., London, England, and Oslo, Norway etc. ) to capture their cultural and linguistic richness.
More information: https://www.soundscapesofthecity.uk/
Approach: Walking sound
Status: Collecting data (Belfast, Northern Ireland, UK)
This exploratory study (Jupp, 2006) uses walking methodology (Springgay & Truman, 2017) and soundscaping / sound walking (Carlyle, 2007) - Sound Walking Methodologies (SWM) to capture the cultural and linguistic diversity of the cities (Diver[city]). I immersed myself in walking the main streets of two cities (e.g., London, England, and Oslo, Norway etc. ) to capture their cultural and linguistic richness.
More information: https://www.soundscapesofthecity.uk/
From bilingual call center work to centering the bilingual education work
Principal Investigator: Yecid Ortega
Approach: Case study
Status: Literature review
Using a critical discourse analysis (Fairclough, 1995), this research explores the experiences of bilingual education pre/in service teachers while working in a call centre. The lack of stable and well paid jobs for many student teachers in Colombia has resulted in the ground emergence of work in English medium call centres. Language teachers are captivated by the conditions offered by various international companies that would like to hire them for their English language skills while paying them top money compared with what a regular teacher earns a month.
These power relations deters educators to continue their education resulting in working for “easy” money at the call centre. I utilize a human capital (Becker, 1975; Fix, 2021) and the commodification of languages (Heller, 2010) as entry points to explain the socioeconomic factors of this phenomena and the exploitation dynamics for the benefits of some.
Approach: Case study
Status: Literature review
Using a critical discourse analysis (Fairclough, 1995), this research explores the experiences of bilingual education pre/in service teachers while working in a call centre. The lack of stable and well paid jobs for many student teachers in Colombia has resulted in the ground emergence of work in English medium call centres. Language teachers are captivated by the conditions offered by various international companies that would like to hire them for their English language skills while paying them top money compared with what a regular teacher earns a month.
These power relations deters educators to continue their education resulting in working for “easy” money at the call centre. I utilize a human capital (Becker, 1975; Fix, 2021) and the commodification of languages (Heller, 2010) as entry points to explain the socioeconomic factors of this phenomena and the exploitation dynamics for the benefits of some.
Understanding the Revitalization of Indigenous Languages: Trans[cultura]Lingual Experiences of online/in-person Quechua learning
Principal Investigator: Yecid Ortega in consultation with Kuskalla
Approach: Online documentation
Status: Publication in press
Trans[cultura]linguación (Ortega, 2019) refers to the synergy of languages interacting with cultures in a pedagogical task. In this process, a transaction between languages and variations of the same language (Quechua/Spanish/English) is used while students learn about their own culture and others. With this framework in mind, I reflect on the process of learning Quechua from various learners from across the American Continent (Abya Yala). I documented the online Quechua classes delivered online through Zoom and Facebook live during the pandemic years (2021 – 2022). I attempted to understand the different online interactions and the teaching/learning processes among the teachers and students.
More information here.
Approach: Online documentation
Status: Publication in press
Trans[cultura]linguación (Ortega, 2019) refers to the synergy of languages interacting with cultures in a pedagogical task. In this process, a transaction between languages and variations of the same language (Quechua/Spanish/English) is used while students learn about their own culture and others. With this framework in mind, I reflect on the process of learning Quechua from various learners from across the American Continent (Abya Yala). I documented the online Quechua classes delivered online through Zoom and Facebook live during the pandemic years (2021 – 2022). I attempted to understand the different online interactions and the teaching/learning processes among the teachers and students.
More information here.
Addressing Anti-Black Racism in English Language Teaching (ELT): Challenges and Possibilities
Principal Investigators: Wales Wong & Yecid Ortega
Approach: Duoethnography
Status: Publication in revision
We used a duo ethnographic self-study research project that engaged conversations and pedagogical practice around anti-Black racism in the teaching of English as a second language (ESL). We utilized an anti-racist theory framework and concepts of solidarity and allyship to explore the possibilities and challenges for ESL teachers to plan, execute, and evaluate lessons that are in line with the students’ academic needs and to challenge and dismantle current discrimination against marginalized communities.
We presented findings of our research at:
TESL Ontario November 2021
AAAL Conference March 2022
Approach: Duoethnography
Status: Publication in revision
We used a duo ethnographic self-study research project that engaged conversations and pedagogical practice around anti-Black racism in the teaching of English as a second language (ESL). We utilized an anti-racist theory framework and concepts of solidarity and allyship to explore the possibilities and challenges for ESL teachers to plan, execute, and evaluate lessons that are in line with the students’ academic needs and to challenge and dismantle current discrimination against marginalized communities.
We presented findings of our research at:
TESL Ontario November 2021
AAAL Conference March 2022
Social Justice in English as a Foreign Language (EFL) from International Perspectives
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Principal Investigator: Yecid Ortega
Approach: Critical Ethnography Status: Finished A qualitative approach to research was utilized to understand the lived experiences of English teachers and students in a marginalized public school in the capital city of Colombia (Bogotá). Findings of a grounded theory approach helped to theorize on pedagogical approaches that looked at the students as social agents of change in connection with their communities and how they see a future in an ever evolving violent world. Download document here. |
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This research project was supported by:
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