LA GLOTOFOBIA EN LA ENSEÑANZA DE IDIOMAS: REFLEXIONES DESDE LA SOCIOLINGÜÍSTICA CRÍTICA
GLOTTOPHOBIE IN LANGUAGE TEACHING: REFLECTIONS FROM CRITICAL SOCIOLINGUISTICS

Summary/Abstract: This theoretical paper addresses language teaching from a critical sociolinguistic perspective. After an in-depth review of the phenomena of glottophobia and the social inequality of languages and their speakers, various aspects reproduced in language teaching across different contexts and countries are detailed. In particular, the role of teachers as amplifiers of neocolonial discourse that can perpetuate inequalities and stigmatization is discussed, especially when local languages are undervalued and plurilingualism is not promoted. The importance of including geolectal and social varieties of the language in the classroom is also emphasized to avoid a monocultural and stereotyped perspective. Furthermore, the treatment of students is examined, stressing the need to respect their heritage languages, names, and pronouns, and to avoid harsh correction of varieties that reflect their identities, to prevent linguistic insecurity and discrimination. Finally, it is insisted that teachers must adopt a critical and empathetic attitude, promoting inclusive learning that integrates linguistic and cultural diversity and sensitizes both themselves and their students to social and linguistic discrimination and prejudice.

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