This volume explores the socio-political dynamics, historical forces,
and unequal power relationships which mediate language ideologies in
Mexican higher education settings, shedding light on the processes by
which minority students learn new languages in postcolonial contexts.
Drawing on data from a critical ethnographic case study of a Mexican
university over several years, the book turns a critical lens on
language learning autonomy and the use of the Common European Framework
of Reference for Languages (CEFR) in postcolonial higher education
settings, and advocates for an approach to the language learning and
teaching process which takes into account minority language learners'
cultural heritage and localized knowledge. Despagne also showcases this
approach in the unique research methodology which underpins the data,
integrating participatory methods such as Interpretative Focus Groups in
an attempt to decolonize research by engaging and involving participants
in the analysis of data. Highlighting the importance of critical
approaches in encouraging the equitable treatment of diverse cultures
and languages and the development of agency in minority language
learners, this book will be key reading for researchers in
sociolinguistics, educational linguistics, applied linguistics,
ethnography of communication, and linguistic anthropology.