Sobre navíos y naufragios: ¿De dónde deriva la hegemonía del inglés?

Abstract

The following reflective article has been written in response to an article by Montserrat & Mórtola (2023) and revolves around two main ideas: (i) Foreign language educational policies in Argentina are not adrift and the role of English in the education system is not a default setting but the product of specific linguistic policies coordinated by different agents; (ii) Although the learning and teaching of English are not always subservient of British and American power centres, some of the discourses and arguments from which they are justified can become so.