Chapter 12: The Political Dimensions of Language Teaching and the Participatory Approach by HAN SREY LEAK

2024-01-22 12:39:20 UTC

Participatory approach is essential in shaping students’ understanding of social, historical, or cultural forces and then empowering students to take action and make decisions to gain control over their lives in that context. Firstly, the participatory approach emphasizes the traditional banking method of teaching. it involves the study of students' lives, local norms, and issues to form content for learning. Secondly, it assists individuals in freeing themselves from oppressive social norms which will reflect back to improve student's lives. Lastly, the participatory approach enhances the problem-solving skills of students. By learning from content from real-life situations, students will be able to use language to deal with problems and needs.

2024-01-22 13:01:04 UTC

The Politics of Language

Learning a language is a political act, with English being seen as the language of power. Many people worldwide want to learn English for better education, jobs, and economic advancement. However, concerns arise about the potential loss of native language abilities, educational inequality, and the loss of endangered languages, such as indigenous languages and immigrants. The availability of English as a global language is accelerating globalisation, but it is also accelerating the use of English.

Whose English Should be Taught?

The political question of which English should be the language of instruction is related to the differences within and among different varieties of English. The choice must be made, considering the differences within and among these varieties. Other 'outer circle' countries, such as India, Nigeria, and Singapore, have their own varieties of native-speaker English, which are often considered World Englishes.

English as a Lingua Franca

English as a Lingua Franca (ELF) is a contact language used primarily in multilingual contexts, often within the same country. It is owned by those who regularly use it, and its norms are determined by its users. ELF is not a homogenous language, and its features, such as omitting the's' on the end of third person singular present tense verbs, may affect how the speaker is perceived. Teachers debate the correct form of English, including World Englishes, depending on the context.

Critical Discourse Analysis

Critical discourse analysis examines how language constructs identity and power relations, highlighting the lack of ideological neutrality in texts. It highlights issues with language use and power dynamics in countries dominated by other powers, and suggests that teachers can influence language politics.

Critical Approaches to Pedagogy

Teachers must develop awareness of political issues in language use, incorporating critical pedagogy to create a more egalitarian society. This approach should be tailored to individual teaching contexts.

Literacies

Educators emphasize that literacies are plural, encompassing not just reading English but also understanding the language norms, grammar, and vocabulary of power. Teachers should examine teaching practices, texts, and assessment tools to empower students.

Plurilingualism and Multicompetence

Teachers should promote positive attitudes towards all languages, promoting additive language learning that enriches learners' language capacity, respecting their plurilingual identities, and focusing on successful language use and multicompetence.

Non-native Speakers as Teachers

The political issue of a teacher's speaker status, whether native or non-native, is often overlooked in language education programs, as non-native speakers offer strengths and overcome obstacles.

Hidden Curriculum

Teachers should be aware of the hidden curriculum in language classes, such as changing desk arrangements, asking students questions, and replacing activities with students' interests. This can impact students' perceptions and potential negative impacts on parents and administrators. It's important to consider students' perspectives, incorporate diverse English forms, and discuss students' struggles related to learning English.

2024-01-22 13:27:10 UTC

Topic: Addressing students about having anxiety in the classroom

The teacher started the class by asking what they had learned from the previous class. Then, the teacher noticed that a majority of the students were not confident to raise their hands to answer the questions, while some feared that the teacher might call them to respond. Noticing it, the teacher came up with an idea that taught them about anxiety and how to deal with it. The teacher found some pictures of people who have anxiety when learning in the classroom from the internet and then presented them to the class. The teacher allows students to share their thoughts about those pictures. The teacher can also ask them some questions such as “Have you ever had this type of anxiety or how do you feel, etc.” Later that, the teacher encourages the class to do group discussions so they may work together to plan and solve the problem. After the discussion, the teacher asked students to write a reflection on what they had learned and how they could apply it in their own lives.

2024-01-22 14:58:56 UTC

The Participatory Approach aims to help students understand real-world problem-solving while learning the target language. Therefore, it is beneficial for teaching since it allows the teachers to understand more about their students’ difficulties and can use those problems to produce content to educate them. It meets the teaching objective in which students can use the language to address political issues happening in their lives. Students tend to be more engaged in class, enhance their understanding, critical thinking, and communication skills, and, most significantly, develop motivation and confidence. For example, firstly, the teacher can start with a dialogue about issues in the students’ lives, then pose a problem and encourage the students to solve it. Thus, they can learn about it and apply it to their lives.

hantola365 — 2024-01-22 15:24:50 UTC

Paulo Freire developed the Participatory Approach in the late 1950s, but it wasn't until the 1980s—30 years later—that it was mentioned in the literature on language instruction. The Communicative Approach's version, known as the Participatory Approach, is comparable to the content-based approach. The so-called "banking method" of teaching, in which the instructor determines what the pupils should learn, is criticized by Freire. The approach that Freire then promotes is one in which learning happens inside the students, who then inform the instructor of what they need to learn in order to make improvements in their lives. Together, the teacher and the students engage in an open-ended problem-solving process while tackling real-world challenges.

hantola365 — 2024-01-22 15:25:47 UTC

Curriculum and educational policy development is one important way that politics influences education. Political beliefs frequently impact the content and methods of instruction in schools. Diverse political factions may endeavor to give precedence to particular topics or viewpoints, while diminishing or disregarding others. This may result in the politicization of education, where opposing ideologies use the curriculum as a fighting ground. Therefore, it may be difficult for educators to deliver a well-rounded and objective education if they are under pressure to match their lessons with particular political agendas.

Furthermore, the relationship between educators and parents may be impacted by politics' involvement in social dynamics. Parents' expectations and demands regarding the content and delivery of education can be influenced by political ideologies. Instructors may be under pressure to promote particular political narratives or else they may be criticized or even disciplined. This may restrict teachers' autonomy and professional judgment, which could jeopardize their capacity to deliver an all-encompassing and objective education.