This paper explores 'glocal subjectivity' in an English language textbook produced by National Curriculum and Textbook Board of Bangladesh for Grades XI-XII. In the era of globalization (Mukherjee & Krieckhaus 2011), glocal subjectivity, i.e. creation of self that appreciates the ingredients of both global and local spaces (Gutierrez 2013) is relevant for material development in ELT, as it carries implications for critical agency (Richmond 2011). In post-colonial countries, critical agency allows non-native textbook writers to exercise freedom in selecting themes and designing language learning activities which may be used in the classrooms to develop critical minds (Pineda-Báez 2004). Through qualitative content analysis (Julien 2008), this research examines how the non-native material writers in Bangladesh exerted critical agency to construct glocal subjectivity in the English textbook. Findings reveal that textbook writers constructed glocal subjectivity by selecting appropriate topics. Nevertheless, the textbook contains the following limitations: pedagogically unsound language learning activities, low aesthetic quality, misrepresentation of Bangladesh, and post-colonial ambivalence. Based on the findings, this paper suggests that textbook writers in the post-colonial countries need to be aware of the issue of representation and make use of the wisdom of Applied Linguistics to produce politically correct and pedagogically effective English language textbook.
Through narrative inquiry this research depicts and interprets the negative emotions that three English as Foreign Language (EFL) researchers experienced in different research sites during their fieldwork. Narrative inquiry informs the design of this investigation as the approach is particularly useful for understanding lived experiences. The study draws on autobiographical as well as narrative data to report the negative emotions that evolve during English language education fieldwork, an aspect absent in the existing literature. Findings suggest that the researchers experienced a wide range of negative emotions namely ethical dilemma, anger, anxiety, guilt, and shame. These results carry implications for language education research methodology, teaching, and fieldwork related ethical requirements of Institutional Review Board (IRB), and language education researchers’ necessary psychological support.
It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politico-historical context in EFL writing classrooms can add a new dimension to understanding learners’ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire’s (1970) notion of ‘conscientization’ and Hirano’s (2009) idea of ‘identity reconstruction’, we would also make an attempt to reconfigure learners’ motivation in post-colonial context.
It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politicohistorical context in EFL writing classrooms can add a new dimension to understanding learners‘ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire‘s (1970) notion of "conscientization" and Hirano‘s (2009) idea of "identity reconstruction", we would also make an attempt to reconfigure learners‘ motivation in post-colonial context.
Through narrative analysis the present research traces the range and genesis of negative emotions that three English as Foreign Language (EFL) researchers experienced in different research sites. The method of narrative analysis helps depict and interpret the lived experiences of the researchers. This study draws on autobiographical and narrative data to illustrate how negative emotions evolve during fieldwork, a research aspect that is absent in the existing literature (Bondi, 2007). Findings suggest that the researchers experience a wide range of negative emotions namely ethical dilemma, anger, anxiety, guilt, and shame. Thus the study carries implications for establishing theoretical concepts and informing policy decisions. The theory level implication is that the researchers' negative emotions evolve through and within emotionally charged phases such as ethical dilemma, anger, anxiety, guilt, and shame. As regards policy level implication, the study reinforces the appeal of previous research works that the IRB requirements should be made flexible according to specific contexts.
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