Educational Practices on Ethnic-racial Relations and the English Language Teaching through Image and Literature in an EFL Classroom

Jânderson Albino Coswosk


The article analyzes the unfoldings of the teaching project Introducing Literatures in English, held in 2018 at the Federal Institute of Espírito Santo (IFES), based in Alegre-ES, Brazil. The project aimed at promoting the improvement of reading, writing and speaking skills of English as a foreign language (EFL) learners, departing from African Literature in English and photography, so that they had the opportunity to improve their language skills while developing a broader discussion on Africa’s ethnic-cultural and linguistic diversity, building a viewpoint about the African continent less tied to colonialism, slavery, apartheid and victimization.

For reading and written analyses, the students took into consideration the photo-book Another Africa (1998), with photographs by Robert Lyons and poems by Chinua Achebe (1930-2013). Based on the poems and photographs brought to light in Another Africa, I analyzed 1) the students’ multimodal reading process, by connecting images generated by poems and photographs and written and oral texts the students produced around them; 2) the students’ reception of the poems, considering Achebe’s constant use of code-switching and 3) the construction of new viewpoints around Africa elaborated by the students, bearing in mind the importance of the role of language, memory and history, oral and literary traditions when it comes to African writers and a new perspective concerning the colonial legacy and its impact on English language.

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International Journal of English and Cultural Studies 

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