Ángeles Clemente, William Sughrua, Ervin Lai Méndez Ortíz


This article analyzes an ethnographic encounter involving the personal narrative of Braulio, a graduate of the Bachelor of Arts program in Teaching English to Speakers of Other Languages (TESOL) of the public state university of Oaxaca, Mexico. In his personal narrative, Braulio becomes empowered as an English teacher while also being cast into such diverse roles as a businessman of a chocolate factory, an English translator for the APPO social movement, and an interrogator for the state police. The analysis of the narrative is realized through the lens of a postcolonial literary perspective based on the literary tools of plot, point of view, and characterization. The resultant crossover treatment of literary analysis, ethnography, and TESOL not only locates Braulio's narrative within a postcolonial context but also allows the researchers to be co-performers in the narrative act. This leads both Braulio and the researchers to a critical reflection on the everyday practice of English teachers in postcolonial contexts such as Oaxaca.

Keywords: Postcolonial studies, Ethnographic narrative, English language teaching

Este artículo analiza el encuentro etnográfico que surgió de la narrativa personal de Braulio, un egresado del programa de licenciatura en la Enseñanza del Inglés para Hablantes de Otras Lenguas (TESOL, por sus siglas en inglés) de la Universidad estatal pública de Oaxaca, México. En su narrativa personal, al mismo tiempo que Braulio experimenta cierto empoderamiento como profesor de inglés, también se ve envuelto en el desempeño de papeles tan diversos como hombre de negocios en una fábrica de chocolate, traductor de inglés en el movimiento social de la APPO, o interrogador para la policía estatal. El análisis de la narrativa se realizó a través de una perspectiva literaria postcolonial basada en los conceptos literarios de argumento, punto de vista narrativo y personificación. El resultado del tratamiento cruzado del análisis literario, la etnografía y el área de TESOL, no solamente sitúa la narrativa de Braulio en un contexto postcolonial sino que también permite que los investigadores se conviertan en co-performantes del acto narrativo. Esto lleva a Braulio y a los investigadores a una reflexión sobre la práctica diaria de los profesores de inglés en contextos postcoloniales como el de Oaxaca.

Palabras clave: Estudios postcoloniales, Narrativa etnográfica, Enseñanza de inglés

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