FRA - Producción académica de Grado - Ciclo de Licenciaturas - Lic. en Lengua Inglesa

Permanent URI for this collectionhttp://48.217.138.120/handle/20.500.12272/8121

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Has files: YesSubject: search.filters.subject.Análisis del discurso

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    Changes in heteronormativity of the topic "Family" in the series (new) english file -Intermediate level-
    (2023-05-20) Di Pietro, Paula Anabel; Mucci, María Rosa
    Heterosexuality is the only sexual orientation widely accepted in Western society while all other sexualities are generally excluded. A heteronormative community is made up of heterosexual marriage, sexual orientation with reproductive purposes and the perpetuation of heteronormative roles and stereotypes. These ideas seem to be replicated and reinforced not only in the media or advertisements, but also in the educational system, more specifically in EFL textbooks. The present work proposes to analyse the changes in heteronormativity in the units devoted to the topic of “Family” in the series (New) English File of intermediate level in its four editions (1996, 2003, 2013 and 2018). For such purpose, a qualitative research is carried out to examine the pictures and images in the light of the Barthesian myth and the texts by applying the metadiscourse theory by Hyland. Results have shown that these texts and pictures still contribute to the reproduction of the heteronormative model.
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    Coloniality of Power and a New Perspective on EFL Textbooks in Argentina
    (2023-05-20) Laffué, María Belén; Mucci, María Rosa
    Even though colonial times seem to belong to some past centuries, today the process of coloniality still affects and permeates many people's lives. Considering that textbooks are instruments of change and leave what Eduardo Gruner calls “huellas”, analysing textbooks from a coloniality perspective appears to be imperative in this capitalist world. For this reason, this qualitative research work inquires about the extent to which Coloniality of Power is present in two EFL textbooks used in Buenos Aires Province: Phases 3 (Macmillan 2018) and Insight Pre-Intermediate level (Oxford 2018). The results show that EFL textbooks reproduce and perpetuate in different ways colonial practices through the written discourse.