Teachers’ language policies appropriation in the process of building peace in the classroom

Abstract

This study aimed at identifying the in-service teachers’ perspectives and actions towards the language policy appropriation for its implementation inside the classroom to respond to the necessity of peace construction through their pedagogical practices. The study was carried out by following the literature review structure. For the process of data collection, documents, articles, and magazines were selected as most suitable for this research. The findings showed three topics: 1: The relation of globalization processes with the disconnection among policy makers, the context and the school actors, hence the increment of inequality and decrement of access to education is reflected. 2: Teachers play an important role in transforming policies into the context to meet the students and context priorities. 3: Teaching practices should emphasize in the creation of peaceful environments. This research allowed us to have a better understanding of the aspects that influence or affect the peace building process through the teaching and learning of English. In this case, the globalization processes focusing the learning of the language on economic purposes; the important performance teachers have to play to give meaningful purposes to education; finally, how education becomes an important aspect when talking about processes of peace.