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Critical Perspectives in ELT 1" " Discussing Issues Related To The Curriculum and Literacy in ELT"

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Asti Siti
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21 views3 pages

Critical Perspectives in ELT 1" " Discussing Issues Related To The Curriculum and Literacy in ELT"

Uploaded by

Asti Siti
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name : Asti Siti Nurazizah

Student Id. : 1907141


1. Research Project Assignment Synthesis of topic 9

“Critical perspectives in ELT 1”

” Discussing issues related to the curriculum and literacy in ELT”


This chapter discusses about the students should understand the concept of literacy in
EFL learning and also explain how the English language is taught and learnt in multicultural
background as global education. One of the goals of global education is to enable students to
learn about their rights and responsibilities and prepare them with skills for democratic
participation from the local level to the global, it means that when the students learn English,
they have to know and comprehend English as global context. They have to know not only
British, America or Australia, by also English that is used by the other country such as Chinese
English, Singlish, Indian English etc. In this case, it can be seen that languages do not concern to
the native speaker, yet it focuses to the students’ understanding and comprehension in interaction
or communication.
In the globalized contexts in which varieties of different Englishes and cultures are in
constant contact, there are increasing tensions between the use of idealized “standard English”
and other Englishes in English teaching, Kabuto (2016) in his journal state that teaching from an
EIL paradigm needs to focus on facilitating intercultural communicative competence in
multilingual and multicultural contexts, rather than mastery of an idealized “standard English”
and its associated cultural norms where English is the native language or mother tongue of most
people. Therefore, the standard English is tied by linguistic rules like grammar, but world
Englishes only requires the students to have communication skill. It also supported by Yoon
(2016) in his journal that this dimension centers on helping students to recognize that there are
other people and cultures and to respect that “otherness.” It emphasizes that teachers should
encourage students to embrace and appreciate other cultures and values which might be different
from their own. It can be said, when the students find someone who speak different from the
standard English, such as spelling, accent or intonation, they must see this as multicultural
phenomenon and they must respect it.
The other perspective also deliver by Park (2012),who stated that teacher educators
should emphasize the multilingual model in ’pragmatic-focused instruction‘ as a critical part in
second language teacher education programs; hence, seeing specific examples of ’how
theoretical pragmatics and research in cross-cultural and acquisitional pragmatics‘ could easily
be implemented into classroom pedagogies in the local contexts. Thus, students have to be
introduced so many culture in EFL or TESOL. As world Englishes and (re)conceptualize what
teachers teach English as an international language, it hopes that students will be able to interact
with the English language as more and more multilingual students enter higher education
contexts around the globe
References
Kubota, Ryuko (2016) The Multi/Plural Turn, Postcolonial Theory, and Neoliberal
Multiculturalism: Complicities and Implications for Applied Linguistics. Department of
Language and Literacy Education, University of British Columbia, 2034 Lower Mall Rd,
Vancouver, BC, Canada V6T 1Z2.

Yoon, B. (2016). Theoretical Foundation of Critical Literacies and Global and Multicultural
Education. Springer Science Business Media Singapore 2016, Critical Literacies, DOI
10.1007/978-981-287-943-1_3.

Park, Gloria. (2012). Critical perspectives on English language teaching and research: a push
toward interdisciplinary scholarship in the era of globalization. International Journal of
Innovation in English Language Teaching, Nova Science Publishers, Inc.

2. Research Project Assignment Synthesis of topic 10

“Critical perspectives in ELT 2 “


The historical of English language especially in Asian, is considered as colonial
language. It is also claimed that English language used by elite and also tied by native speaker
rules. Due to, the imperialism and colonialism that England and America did, they undirectly
brought its language to the countries that they colonized. Nowadays, after independence era,
some of those countries are claiming English as their language. As a result English is popular
and taught in a lot of countries. It is taught as EFL or ESL.
In traditional TESOL, Holliday and Aboshiha (2009) in his journal stated that, there is a cultural
chauvinism toward 'non-native speaker' teachers and students that resides so deeply within the
ideological structure of the profession that teachers can be either unaware of it or ignore it. It said
that 'non-native speakers' have been discriminated against in employment because of a historical
widespread belief in the dominance of presumed 'native speaker' standards in language and
language teaching methodology. The stereotype made the native speaker teachers are better than
ones. There is a sustained racist ideology deep within the fabric of TESOL professionalism, it is
hard to establish its existence and easy to deny. As Holliday and Abosihiha conducted the
research to know the non-native speaker perspective of this stereotype. The result of this study
showed that, teachers express considerable anger at what they considered to be unuseful,
impractical, ivory tower academic research.
Meanwhile Lau (2017) in his research addressed the effect of English literature in south Asian,
they come a very long way from modest beginnings and have created a space for themselves in
mainstream literatures in English, negotiating the difficulties peculiar to their position and
capitalize on the advantages. But they have difficulties especially in writing since English is tied
by several linguistic rules. Not only that, the other differences also coming from the culture,
which made some idiom that the native speaker used do not be understood by the reader. The
other problem is achieving common ground and understanding given the mind-boggling range
of diversities of Indian identities, is a real one, and augmented by the fact that writers and readers
may not have experienced similar worlds nor yet similar circumstances and cultures. Where
literary connotations and linguistic nuances are usually used to convey, suggest and represent,
literature in English by South Asians has to “explain rather than imply” and thus loses, or at least
compromises, its ability to contain nuances of meanings in details of dress, mannerism, gestures,
and speech pattern. They must have good ability to interpret the meaning of the writing.

References
Holliday, Adrian & Aboshiha,Pamela (2009). The denial of ideology in perceptions of
'normative speaker' teachers. Teachers of English to Speakers of Other Languages, Inc.
(TESOL) is collaborating with JSTOR to digitize, preserve and extend access to TESOL
Quarterly.

Lau, Lisa (2007). The language of power and the power of language. Narrative Inquiry 17:1
(2007), 27–47. issn 1387–6740 / e-issn 1569–9935 © John Benjamins Publishing
Company.

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