Emancipatory Curriculum and Teaching of Foreign Languages Fiction or Reality?

Abstract

This article analyzes the pertinence viability and implications of a curriculum proposal based on the emancipatory curriculum focus for the general context of foreign language teaching, particularly at the Pontificia Universidad Javeriana. It deals with a reflection motivated by the author’s participation in a research project carried out in the Language Department of this university, called “The General Curriculum Proposal for Foreign Language Teaching.”