Abstract

This reflexive article examines how university English language programs in Bogotá, Colombia reproduce racialized practices that favor hegemonic cultural narratives and norms. Based on a critical review of the literature on linguistic imperialism and recent studies on stereotypes, unequal access to resources and accent discrimination, the objective is to identify the power dynamics that undermine pedagogical neutrality and to propose de-racialization strategies. The methodology combines a documentary analysis of curricular materials with an inductive reflection based on classroom experiences, making it possible to map the points of tension that emerge from interactions between teachers and students. The results reveal that texts, institutional policies and evaluative practices privilege standardized forms of English linked to Western identities, marginalizing racialized voices and affecting self-esteem and academic participation. Three critical areas are reflected upon: unequal distribution of resources, racial stereotyping in teacher expectations, and the imposition of an ideal native accent. Based on these areas, proposals are formulated to redesign inclusive curricula, train teachers in intercultural sensitivity and value linguistic diversity as a pedagogical resource.

This work is licensed under a Creative Commons Attribution 4.0 License.