Performativity (De-)coloniality and Language Policy

For this master's research we based on post-modern language and identity studies. Starting from the studies of Austin (1990) on acts of speech in which the author considers language as an action and therefore the subjects who make use of it as social agents we consider the analysis of the discourses of Spanish teachers to achieve (and transcend) the objectives of the research fundamental. This research has as its main objective: to analyse the impacts on the identities of Spanish-speaking teachers caused by their teaching experience. As specific objectives the research seeks to: 1) discuss how the performative view of language helps to understand the fragmentation of the teacher's identity; 2) identify starting from the discussion about (de)coloniality which view of the Spanish language/language is present in the teachers' discursive imaginary; 3) verify whether the performance in different areas of teaching impacts Spanish language teaching differently and 4) understand why some people understand that the Spanish of Latin Americans is of less importance.