Ciudadanía global y realidades rurales : tensiones discursivas en un libro de texto de inglés colombiano

Abstract

English textbooks have historically served as essential tools in education, supporting the dissemination of ideas by authors, institutions, and publishing houses. In the Colombian English as a foreign language (EFL) context, a series of textbooks published by the Ministry of National Education (MEN) in 2016 have been implemented in public institutions, including rural schools in Cundinamarca. These textbooks were designed as part of the Colombia Bilingüe program guidelines and incorporate cross-curricular content related to global citizenship. While these contents aim to transcend the structural functions of language by integrating disciplines such as social sciences and ecology they often overlook local contexts and teacher practices in English classrooms, promoting a homogenous concept of global citizen. This study employs a critical discourse analysis framework to examine how language is used to construct discourses in the textbook Way to Go Student's Book 3. By identifying, describing, and interpreting linguistic structures within the textbook, the research highlights discrepancies between policy-driven discourses and the social realities observed in classrooms. The findings emphasize the need for a more contextualized approach to textbook design, accounting for the diverse realities of the Colombian educational landscapes.