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August 25, 2025English Language TeachingOpen Access

Racialized English Language Learning at the University: Rethinking Educational Practices in Bogotá

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Results show that English programs privilege standardized forms of English, undermining diverse identities and voices.
Key evidence reveals that marginalized students face significant barriers, impacting their self-esteem and academic involvement.
Documentary analysis paired with classroom reflection exposes critical power dynamics affecting educational practices.
Findings may inspire reforms that improve resource distribution and promote linguistic diversity in the curriculum.

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This article examines racialized practices and accent discrimination in English programs, indicating the need for inclusive curricula.

Arango et al. (2025) studied this question.

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