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Learning a language is a political act.

Many people around the world want to learn English because they believe that it will help them to get a good education or job. Other people, however, express concern about what is lost when an individual learns English or ‘adds’ an English-speaking identity.

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Related to these issues is the political question of whose English is to be the language of instruction.

Then, what about the variety of English spoken in other countries where English is commonly used and is often an official language. Truth is that there are many different forms of English, which are mutually intelligible for the most part, but which also have unique characteristics. Even within a country, this is the case.

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Then there is the fact that there are millions of users of English in Kachru’s third circle, ‘the expanding circle,’ who have learned English as an additional language. This variety has been called English as a Lingua Franca, ‘English as an International Language,’ or ‘Global English.’ English as a Lingua Franca or ELF has features that are different from the English spoken in countries belonging to the inner or the outer circles, whose norms are controlled by native speakers.

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ELF is not a homogenous language, and there is certainly no single culture with which it is associated. Scholars who accept the second answer to the question about the ownership of English have identified features of ELF that would not be considered accurate by inner circle native speaker standards, but they are ones that are regular in ELF. Critical Discourse Analysis Critical discourse analysis is the study of how identity and power relations are constructed in language. Critical discourse analysts (such as Fairclough 2001) observe and comment on how language is linked to social practice and the implicit message that is sometimes conveyed.

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Language teachers are not merely teaching language as a neutral vehicle for the expression of meaning. Critical pedagogy is an approach to teaching that aims to create a more egalitarian society by raising awareness of social injustice as a necessary part of the curriculum.

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To keep one language from complete domination, teachers can foster positive attitudes towards all languages. The language being studied should not replace any other language, but should rather enrich the learners’ language capacity.Teachers need to respect their students’ identities as plurilinguals. In addition, according to Cook (2002), the goal of language teaching should be successful language use and multicompetence, not trying to get students to imitate monolingual native-speaker use.

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Some educators have explored literacies as a plural rather than singular concept, stressing the fact that participation in a literate English culture means more than being able to read English—learners need to gain access to the specific English language norms, grammar, and vocabulary used by those in power. So students are not just learning to read in English; they would also be learning the discourse of politics, or education, or business. Learning the unique forms, vocabulary, and norms of different discourses is empowering.

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Another political issue is the one regarding the speaker status of a teacher. non-native speakers bring a great number of strengths to language teaching, not the least of which is that they are role models of successful learning themselves. Besides, if they speak the language of their students, they know the obstacles to acquisition and how to surmount them.

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the politics of teaching and learning English has become a conversation—and often a debate—in English programs as well as English teacher education programs worldwide. You might also want to explore which form(s) of English and English literacies to include in your classroom. Finally, you might think about the extent to which your students’ lives, issues, and struggles related to learning English could be discussed in your language classrooms.

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Teacher dialogues with students in order to learning what is happening in their lives.

Teacher poses a problem that was voiced by severas women during a discussion from a previous class.

Teacher asks several questions and leads the class in discussing the problem. Education is more effective when it’s experience centered. When it’s related to student’s real needs.

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We have been looking at linear approaches to sequencing and ways of ensuring repetition within a linear approach. The second major type of approach, a modular approach, breaks a course into independent non-linear units. These units may be parts of lessons, lessons or groups of lessons. The modules could be skill-based with different modules for listening, speaking, reading and writing, and sub-skills of these larger skills. Modular courses often have some kind of division into obligatory or core modules, and optional or elective modules, or a division into level 1 modules and level 2 modules and so on.

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The lessons or units of a course can fit together in a variety of ways. The two major divisions are whether the material in one lesson depends on the learning that has occurred in previous lessons (a linear development) or whether each lesson is separate from the others so that the lessons can be done in any order and need not all be done (a modular arrangement).

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The most widely available list of functions can be found in
Van Ek and Alexander (1980) and is organised under the six headings. Dobson (1979) presents a similar brief list. Council of Europe (2001) builds on the earlier list, adding new emphases.
Some courses use functions as their unit of progression with each lesson focusing on a different function or set of functions.