Effective Classroom Strategies Toward Decolonizing<scp>ELT</scp>Practices: Implications for Postmethod Pedagogy

Chan, Virak; Henderson, Kathryn

doi:10.1002/9781118784235.eelt0918

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…Because of the persistent inequality (Thompson, 2019), multiple works have discussed the endeavour to decolonize ELT and TESOL (Macedo, 2019; Meighan, 2020b; Vettorel, 2018; Chan and Henderson, 2018). These discussions have aimed at giving special prominence to the teaching for diversity and social justice (Adams and Bell, 2016).…”

Section: Tesol and Questioning Imbalanced Power Relations: Promoting Social Justicementioning

confidence: 99%

Re-imagining intercultural communication dynamics in TESOL: culture/interculturality

R’boul¹

2020

JME

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Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity of altering common perceptions of TESOL students by critically considering the imbalanced sociopolitical realities that may be reflected/encouraged in classrooms. Without accounting for the additional factors involved in using English while interacting with the culturally different other, TESOL may not be able to ensure mutually satisfactory communicative experience. Design/methodology/approach Closer inspection is paid to intercultural communication research/pedagogy in TESOL to delineate the inaccuracies that have pervaded interculturality narratives and encourage sociopolitically conscious teaching that recognizes discourses of power and justice. Findings A simplistic/positivist consideration of interculturality in TESOL is rather unresponsive to possible unfair treatment of students’ cultures and the current circumstances, which are imbued with a high sense of complexity and non-linearity, resulting in producing ready-made conclusions. Practical implications This paper proposes embracing more complex approaches in accounting for the complexity of interculturality in TESOL pedagogy and research by taking into account intersubjectivity, suspending native-speakerism normativity, western hegemony and non-linearity of intercultural interactions. Originality/value This paper recognizes the inefficiency of presenting interculturality as a matter of conforming to communication standards of Anglophone cultures but rather argues for the need of promoting inclusive education that appreciates cultural diversity and considering the conditions (identity and culture) of non-native speakers in TESOL.

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Section: Tesol and Questioning Imbalanced Power Relations: Promoting Social Justicementioning

confidence: 99%

Re-imagining intercultural communication dynamics in TESOL: culture/interculturality

R’boul¹

2020

JME

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“…this trend is indicated by the fact that current teaching practice adheres with postmethod pedagogy principles (Zeng, 2012(Zeng, , 2018. [4], [5], [7], [8], [10]- [12]. However, much of the research about post-method in ELT focuses on the coherency of teaching phenomena towards post-method in ELT classroom only.…”

Section: Introductionmentioning

confidence: 99%

Post method Era Pedagogy: Maximizing EFL online Teaching Practice through video viewing at Higher Education in the Context of Indonesia

Sumarta¹,

Lukmana²

2021

Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020

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The teaching pedagogy is a process of learning and development that involves using methods, materials, and techniques to achieve a learning goal. This paper aims to explore EFL teaching practice in higher education in Indonesia during the period of the pandemic in terms of maximizing learning opportunities for the students through online teaching practice. This research is a case study in a state university, located in Karawang west java province, involving 3 EFL teachers as the subjects of interviews and 180 students as questionnaires. From post method perspective, to get in the goal of effective teaching and learning is teachers and students need to have a negotiating ability to create the best teaching and learning activity called "maximizing the learning opportunity." The implication of this research demands teachers to activate the classroom activity to deepen the classroom interaction situation

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Effective Classroom Strategies Toward DecolonizingELTPractices: Implications for Postmethod Pedagogy

Cited by 2 publications

References 4 publications

Re-imagining intercultural communication dynamics in TESOL: culture/interculturality

Re-imagining intercultural communication dynamics in TESOL: culture/interculturality

Post method Era Pedagogy: Maximizing EFL online Teaching Practice through video viewing at Higher Education in the Context of Indonesia

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