ENGLISH TEACHING FOR INTERNATIONALIZATION PURPOSES: AN AUTOETHNOGRAPHIC ANALYSIS FROM A DECOLONIAL PERSPECTIVE

Considering the understanding of internationalization as a process permeated with tensions and complexities, given its link with modern/colonial thinking, I engage in an autoethnographic study on my experience in course planning within Languages without Borders (LwB). In this sense, in this paper, I seek to analyze three courses which I developed within LwB in 2019, from a decolonial perspective. The (self)analysis has highlighted in which moments I delink and in which I reproduce modern/colonial thinking, either by reinforcing one of its aspects or by not exploring colonial issues. It has also highlighted the conflicts and contradictions involved in the process of trying to teach English from a critical perspective, gesturing towards options otherwise.