This document discusses teaching English while respecting students' cultural identity. It outlines the concept of linguistic imperialism in which English is taught solely from native English perspectives, ignoring students' own cultures. The document advocates teaching English through contents related to students' own cultures and surroundings, as proposed by Silvana Barboni in her book "Enseñanza del Inglés e Identidad Nacional". It provides the example of the book "M.I.C" made in Corrientes, Argentina, which teaches English through the culture and environment of Corrientes inhabitants. While coursebooks can provide helpful ideas and materials for teachers, the document argues it is important to produce materials teaching English through students' own cultures to avoid linguistic

1. PRACTICE II, DIDACTICS OF ELT.
Adjunto a/c Prof. Estela N. Braun (2019). Ayudante Prof. Vanesa Cabral.
Practical 3: How to teach English respecting our identity
Student: Candela Schmidt and Florencia Rubio
Year: 2019
In this piece of paper, we are going to present our own view about the different
ways of teaching English in Argentinian schools. On one hand, we will state the idea of
linguistic imperialism. And, on the other hand, we will make reference to a book that was
made in Argentina.
When we talk about “Linguistic Imperialism”, we make reference to “a theoretical
construct, devised to account for linguistic hierarchisation, to address issues of why some
languages come to be used more and others less, what structures and ideologies facilitate
such processes and the role of language professionals”. “Linguistic Imperialism takes
place within an overarching structure where language interlocks with other dimensions,
cultural (in education, science and the media), economic and political” (Phillipson, 1997, p.
238-239). After stating this, we can consider that Linguistic Imperialism has to do with the
loss of other languages and cultures.
Nowadays, it is very common to observe the way in which Linguistic Imperialism is
conveyed in many Argentinian schools, through the use of foreign English books, like the
one called Students Book 3, TODAY. Pearson published in the UK from which you sent us
some pictures to analyze. Teachers generally use these kinds of books to teach English
from native speakers´ perspectives of the world, culture, etc. Just to mention some
examples, when students learn about famous people, they read texts and solve activities
based on British and American singers, actors, and actresses like Kristen Stewart. Or,
when pupils are taught about places, the chosen sites are the ones located in the USA or
in England such as Buckingham Palace and Greenwich National Maritime Museum.
According to what we have mentioned above, we are strongly convinced that it is
necessary to take into account what Silvana Barboni proposes in her book “Enseñanza del
Ingles e Identidad Nacional”. Barboni regards as essential to teach English developing

2. contents which are related with the students’ nearness as well as the grammatical
functions so as to be able to create new meanings of their own autochthonous
surroundings. That is to say, contents which reflect pupils’ own culture avoiding following a
new cultural model (the English one). As a way to illustrate it, we can mention that the
book “M.I.C” made in Corrientes, Argentina called our attention. The activities, texts and
images printed in the book show the culture and environment of the inhabitants of
Corrientes. In some cases, there can be also seen some contrasts between Argentinian
and British spots, traditions, values and beliefs which is interesting because other culture
is taught respecting the students’ own one. As we saw in that book, the English teaching
characteristics are still there but from an Argentinian perspective. In that way, an student
becomes bilingual, as Barboni explains, and he/she would be able to signify in multiple
forms, without and within his/her community, using different resources so as to interact in
two different cultural contexts.
Just as Barboni describes, the relationship between English and students’ own
culture produces an impact in the students’ minds, increasing on them the capacity of
related more different ideas or analyze them, and of communicate globally and understand
cultural events.
As regards the teachers’ task in the development of the English contents to be
taught, based on students’ own culture, we can state that it is not as easy as it seems to
be. For that reason, it is highly recommended to resort to different English coursebooks
which provide professors with helpful ideas when they are a little bit lost. For example,
courses sometimes lack flow so teachers follow but also change some themes and topics
that do not make connections to earlier lessons in the programme using coursebooks, thus
ensuring a solid structure. Sometimes there is not enough time to create materials. It is
not simply a case of finding a relevant text or video clip; it is a case of having to find and
adapt a text or video clip and design activities that are both age and level appropriate, so
teachers choose some coursebooks to take some ideas. As we know, coursebooks are
plenty of groanworthy characters and stories, texts, audio files and activities that need to
be adapted to fit the context or challenge the learners more.
In order to conclude, as future English teachers, we consider important the
production of the materials for our students so as to teach a foreign language through our
own culture. In this way, while students learn about other languages and cultures, they
preserve their own one and thus linguistic imperialism, or the loss of students` identity is
avoided. We also deem crucial the idea of using coursebooks which are helpful for

3. teachers to adapt and enhance the materials provided and thus producing a tailored
learning experience respecting students’ culture.
BIBLIOGRAPHY
 Barboni, S., (2011), “Enseñanza del Inglés e Identidad Nacional en la Argentina del
Bicentenario: ¿què tensiones y que posibilidades se abren con la incorporación del
Inglés en el curriculum de la Escuela?”, La Plata: Al Margen, 2011. Narrativa
Argentina.
 Phillipson, R., (1997), “Realities and Myths of Linguistic Imperialism”, Vol. 13 Nº3,
pag. 238-239. Department of Languages and Culture, University of Roskilde,
Denmark.
 “6 Reasons for Using Coursebooks (from a teacher who doesn’t usually like them)”,
Modern English Teacher, 09 April 2019.