(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT

Satienchayakorn, Natakorn; Grant, Rachel

doi:10.1080/07908318.2022.2044841

Cited by 5 publications

(5 citation statements)

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“…It is important to close this section by recognizing the limitations and challenges addressed by some authors about critical pedagogies in ELT. (Davari et al, 2012;Echeverri-Sucerquia & Pérez, 2014;Fang, 2018;Jeyaraj & Harland, 2014Porto, 2021;Samacá Bohórquez, 2012;Satienchayakorn & Grant, 2022;Toh, 2018).…”

Section: Limitations and Challenges For Critical Pedagogies In Eltmentioning

confidence: 99%

“…Therefore, cultural and political implications from one country to another are difficult to trace steps, Jeyaraj & Harland (2014) add that "transformation seemed to be dependent on the amount of freedom the teacher had in their respective institution and country, as well as the amount of risk they were willing to take" (p. 352). In this sense, critical pedagogies need more attention from those on position of leadership to promote changes in education politics regarding ELT (Aguirre & Ramos, 2011;Fang, 2018;Jeyaraj & Harland, 2019;Satienchayakorn & Grant, 2022).…”

Section: Limitations and Challenges For Critical Pedagogies In Eltmentioning

confidence: 99%

“…There are essential elements addressed by researchers over the convenience and benefits critical pedagogies brings to the field of ELT. In this section some of them are emphasized: Awareness of intercultural contexts, power relations and colonized practices (Cruz, 2018;Fandiño-Parra, 2021;Fang, 2018;López-Gopar, 2018;Pennycook, 1990Pennycook, , 1999Porto, 2021;Wang et al, 2021), need of recognition of local knowledge (Rao, 2018), disadvantages of imported and mainstream textbooks (Erfani, 2013;Jalalian & Abdul, 2020;Kohnke, 2019;Satienchayakorn & Grant, 2022), need of social transformation and peaceful societies (Ahmed & Morgan, 2021;Banegas & Villacañas de Castro, 2016).…”

Section: Principal Concerns Which Yield the Introduction Of Critical ...mentioning

confidence: 99%

“…Scholars argue there is a need of switching from a conventional perspective of Intercultural Communication (IC) to an English as Lingua Franca (ELF), highlighting a translingual and transcultural perspective of intercultural encounters, giving a place to diversity (Fang, 2018;Wang et al, 2021). Satienchayakorn & Grant (2022) researched on raciolinguistics as an opportunity to develop a critical consciousness in students regarding global racial capitalism, discourses of whiteness, standard English, and native speakerism. Similarly, Ahmed & Morgan (2021) propose giving a place to an affective approach recognizing that emotions are socially constructed and deeply embedded in power relations and have been underscore in educational practices.…”

Section: Principal Concerns Which Yield the Introduction Of Critical ...mentioning

confidence: 99%

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Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Vanegas Garzón,

Bedoya Ríos

2023

ENLE.JOU

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Critical pedagogies have been researched in many knowledge areas, particularly in social sciences. However, in the field of English language teaching, pedagogical and didactic models that implement critical perspectives are scarce. This review attempts to characterize trends of discussion addressed in the scientific literature on critical pedagogies in the teaching of English from 2011 to February 2023. For this, 55 articles available in Scopus, Eric, and Scielo databases were analysed. Four categories were identified: 1) Critical pedagogical practices in ELT, 2) Analysis on the teacher role and education, 3) Principal concerns which yield the introduction of critical pedagogies to ELT field, and 4) Limitations and challenges for critical pedagogies in ELT. This paper stresses the need to deepen and expand research in the field of ELT around the category of critical pedagogies as a possibility to contribute to the English teaching practices, mainly when included in the teachers’ education processes.

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Section: Limitations and Challenges For Critical Pedagogies In Eltmentioning

confidence: 99%

Section: Limitations and Challenges For Critical Pedagogies In Eltmentioning

confidence: 99%

Section: Principal Concerns Which Yield the Introduction Of Critical ...mentioning

confidence: 99%

Section: Principal Concerns Which Yield the Introduction Of Critical ...mentioning

confidence: 99%

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Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Vanegas Garzón,

Bedoya Ríos

2023

ENLE.JOU

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“…The country hosts various English programs, including the Intensive English Program (IEP), English Program (EP), and mini-English Program (MEP), attracting teachers from diverse nationalities such as Americans, Australians, and British (Hickey, 2014). The escalating demand for English teachers has resulted in an influx of educators from various countries, including both native English speakers (NEST) and non-native English speakers (NNEST) from neighboring nations like the Philippines, Cambodia, Myanmar, and Vietnam (Satienchayakorn & Grant, 2022).…”

Section: Introductionmentioning

confidence: 99%

‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools

Haryadi

2024

JFLTL

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With the growth of teacher mobility, where teachers from diverse cultural backgrounds attempt to broaden their teaching experiences, the resulting global community has given rise to new and challenging educational environments. In Thailand, numerous English programs welcome teachers from different countries, accordingly contributing to the nuances of foreign English teachers' experiences. This study aims to delve into the experiences and challenges faced by Indonesian EFL teachers working in Thailand. In the context of the globalized educational system, the inclusion of Indonesian teachers in this study is essential. Their distinct cultural experiences and challenges not only enhance multicultural understanding but also contribute significantly to the existing literature on teaching English in foreign settings. Utilizing a qualitative research approach, this study conducted multiple semi-structured interviews with two Indonesian EFL teachers employed in both a public elementary school and a private elementary school in Thailand. The findings reveal that teaching English in Thailand has provided them with valuable insights and has been a transformative experience, enhanced their professional growth. The findings also provide comprehensive insights into the unique challenges faced by these teachers, particularly regarding language barriers, cultural adaptation, and professional relationships. This study not only illuminates the challenges encountered by teachers but also underscores the considerable potential for personal and professional growth within the ever-evolving landscape of teaching English oversea.

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Modern Language Education Programs in Asia and Pacific Countries

Zheng

2022

International Handbook on Education Development in Asia-Pacific

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(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT

Cited by 5 publications

References 28 publications

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools

Modern Language Education Programs in Asia and Pacific Countries

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