<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-6286</journal-id>
<journal-title><![CDATA[Trace (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Trace (Méx. DF)]]></abbrev-journal-title>
<issn>0185-6286</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios Mexicanos y Centroamericanos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-62862015000200059</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modernidad, colonialidad y discriminación en torno al aprendizaje del inglés en Puebla, México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Despagne Broxner]]></surname>
<given-names><![CDATA[Colette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,BUAP Instituto de Ciencias Sociales y Humanidades Francisco Vélez Pliego ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<numero>68</numero>
<fpage>59</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-62862015000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-62862015000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-62862015000200059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio etnográfico crítico analiza el aprendizaje del inglés de estudiantes que se encuentran geográfica, política y socialmente fuera de las estructuras de poder hegemónicas en el estado de Puebla, México. Su objetivo es identificar los factores que dificultan este aprendizaje mediante una investigación participativa donde los métodos utilizados buscan una colaboración activa de los participantes. La investigación se enmarca en teorías poscoloniales que cuestionan las relaciones de poder desiguales entre lenguas y culturas. Los resultados muestran que las percepciones de los participantes hacia el inglés están arraigadas en los legados coloniales de México, por lo que se sienten discriminados en las clases de inglés. El estudio concluye que es necesario enseñar el idioma desde una visión crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This critical ethnographic case study draws on subaltern students learning English who are geographically, socially and politically outside of the hegemonic structures of power in the state of Puebla, Mexico. The aim of the study is to identify factors in these students' struggles with the English learning process through participatory research methods (i.e., methods which aim to hand power from the researcher to research participants). The research is framed by post-colonial theories that question unequal power relationships. Findings show that participants experience a relationship with English that is rooted in Mexico's colonial legacies. These perceptions make them feel discriminated in the English language classroom which affects their learning process. The research concludes the necessity to teach English from a critical vision.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet étude critique ethnographique analyse l'apprentissage de l'anglais par des étudiants géographiquement, politiquement et socialement en dehors des structures hégémoniques de pouvoir, dans l'État de Puebla, au Mexique. L'objectif est d'identifier les facteurs qui rendent difficil cet apprentissage à travers une enquéte interactive où les méthodes utilisées cherchent une collaboration active avec les participants. La recherche s'inscrit dans les théories postcolonialistes qui questionnent les relations de pouvoir inégales entre langues et cultures. Les résultats montrent que les perceptions des participants sur l'anglais sont enracinées dans l'héritage colonial du Mexique, d'où ils se sentent discriminés dans leurs classes d'anglais. L'étude conclut qu'il est nécessaire d'enseigner la langue dès une vision critique.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[colonialidad]]></kwd>
<kwd lng="es"><![CDATA[lingüicismo]]></kwd>
<kwd lng="es"><![CDATA[discriminación]]></kwd>
<kwd lng="es"><![CDATA[modernidad]]></kwd>
<kwd lng="es"><![CDATA[racismo]]></kwd>
<kwd lng="en"><![CDATA[coloniality]]></kwd>
<kwd lng="en"><![CDATA[linguicism]]></kwd>
<kwd lng="en"><![CDATA[discrimination]]></kwd>
<kwd lng="en"><![CDATA[modernity]]></kwd>
<kwd lng="en"><![CDATA[racism]]></kwd>
<kwd lng="fr"><![CDATA[colonialité]]></kwd>
<kwd lng="fr"><![CDATA[linguicisme]]></kwd>
<kwd lng="fr"><![CDATA[discrimination]]></kwd>
<kwd lng="fr"><![CDATA[modernité]]></kwd>
<kwd lng="fr"><![CDATA[racisme]]></kwd>
</kwd-group>
</article-meta>
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