A decolonial approach to the mother language classes

Abstract

The article describes and analyzes the intercultural approach to the teaching of the Spanish language and focuses on one of its strengths, the confrontation against forms of domination and control over the subjects. One of the standing-out bets assumes, in pedagogical-didactic processes, the effects of colonization as manifested in communicative practices, which usually appear hidden in the structure of the language. Such a thesis is pointed out with cases found in the Andean dialect version of the Colombian Spanish variant. The results reveal, on the one hand, that in linguistic practices its users do not always have an intercultural awareness of the origins and effects of the identity traits that are put on scene; and, on the other hand, that thinking about language teaching forces to acknowledge that it passes through a reflection on how elements of the 'colonialities of being' and 'colonialities of knowledge' have been undergone in Colombia since the sixteenth century. This casts the category of ‘Cultural Crossbreed logic'.