This edited book brings together a collection of research-based chapters that address a variety of topics related to the teaching of English in different contexts around the world. The chapters are informed by a critical approach to research, employing a variety of research methods to question and problematize taken-for-granted definitions and practices in areas such as classroom pedagogy, testing, curriculum, language policy, the position of English as a medium of instruction, educational management, teacher education, materials and evaluation. This book addresses a major gap in theoretical and research literature in the area of teaching English, and it will be of interest to trainee and practising teachers, research students and scholars of EFL and TESOL, and researchers in applied linguistics.
Author(s): Salah Troudi
Publisher: Palgrave Macmillan
Year: 2020
Language: English
Pages: 404
City: Cham
Contents
Notes on Contributors
List of Tables
1: Critical Issues: An Introduction
Part I: Issues of Language in Education Policies
2: Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman
Nature of the Problem
Critical Agenda
Research Framework and Design
The Study Context
Research Methods
Participants
Data Analysis
Findings and Discussion
Written Assignments
Writing Difficulties
Writing Strategies
Teacher Feedback
Theoretical and Pedagogical Contribution
Enhancement of Students’ English Language Proficiency
Revision of the EMI Policy
Enhancement of Teacher Competence
Support for Students
Further Reading
References
3: The Effect of the Policy of English as Medium of Instruction on Arabic in Kuwait
Introduction
Nature of the Problem: The Case of Kuwait
Relevant Literature
Linguistic Human Rights
Preserving Arabic
Critical Agenda
Arab Educational Systems
The Study
Methodology
Participants
Findings
EMI’s Effect on Arabic
Arabic as a Medium of Instruction
Pride in Arabic
Discussion
Conclusion and Contributions
Implications
Further Reading
References
4: The EMI Policy in UAE Universities and Its Impact on Arab Students’ Identity and Faith in their Academic Arabic
Nature of the Problem
Research Questions
Theoretical Framework
Critical Language Policy
EMI in the UAE
EMI in Higher Education
The Impact of the Use of English as MI on Arab Identity
Identity: Definitions and Perspectives
Arabic Language and Arab Identity
Methodology
The Critical Paradigm
Research Methods and Data-Collection Procedures
Questionnaire
Semi-Structured Interview
Purposive Sampling
Qualitative Data Analysis
Quantitative Data Analysis
Ethical Considerations
Findings
The Language of Instruction: “I Have Not Seen a Single Science Book in Arabic”
Preference of MI
Arab Identity and EMI: “Arabic Language Is my Identity, Like My Name”
Discussion
Troubled, Fractured Identity
Acceptance and Submissiveness
Loss of Faith in Academic Arabic
Conclusion
References
Part II: Issues in Critical Language Pedagogy
5: Linguistic Imperialism and Attitudes Towards Learning English in Lebanon: An Exercise in Critical Pedagogy
Nature of the Problem
Critical Agenda
The “Critical” Consciousness
The “Critical” Teacher
The “Critical” English Language Classroom
Our Specific Critical Context
Research Framework and Design
Action Research
Method
Participants
Data-Collection Tools
Thematic Analysis (Following Grounded Theory)
Ethical Dimensions
Findings and Discussion
Initial Discussion Session
Attitudes Towards Arabic
Student Research Papers
Importance of English
Attitudes to the Use of Arabic
Role of Education
Possible Solutions
Final “Exit” Survey
Attitudinal Study
Attitudes Towards English
Attitudes Towards Learning English
Attitudes Towards the Advanced Academic English Classroom Experience
Final Student Conclusions
Increased Awareness
Importance of Arabic
Limitations
Pedagogical and Theoretical Contributions
Appendix
Further Reading
References
6: Global Citizenship in the English Language Classroom: Student Readiness for Critical Reform
Nature of the Problem
Critical Thinking and Global Citizenship in Language Education
Critical Agenda/Theoretical Framework
Emotional Labor, Empathy and Global Citizenship
Research Questions
Methods
Participants
Focus Group Discussions
Observations
Findings and Discussion
Paving the Way for Criticality: Students’ Voices and Their Silences
Student Emotional Engagement: The Key to Student Readiness for Criticality
Language Skills Development
Change in One’s Perspective
Theoretical and Pedagogical Contributions
Further Reading
References
7: Critically Contextualizing Student Voice in the TNE Classroom
The Nature of the Problem
Critical Agenda
Research Design and Methods
Data Analysis
Findings and Discussion
Attitudes to Speaking
Modes of Voice Available
Topics and Materials
The Intervention
Post-intervention Reflection
Incorporating Written Modes of Communication
Providing Topic Choice
Utilizing the L1
Facilitating Autonomy
Pedagogical Implications
Further Reading
References
8: A Critical Discourse Analysis of Neoliberal Discourses in EAP Textbooks
Nature of the Problem
Critical Agenda
Which EAP: Neutral or Critical?
The Neoliberal Nexus in EAP
Critical Evaluation of EAP Textbooks
Theoretical Assumptions and Methodological Approaches
What is Discourse?
Language as a Social Practice
Research Questions
Research Design
The Critical Element in CDA
Methods
Suggested Framework for CDA
Data Collection
Analysis
CDA Criteria
Limitations
Analysis and Discussion
Oxford EAP
Text 1: Unit 2, Task 3.
Description
Interpretation
Explanation
Text 2: A Planet under Stress
Description
Interpretation
Explanation
Q Skills for Success 4
Text 1: Everyday Heroes
Description
Interpretation
Explanation
Text 2: Successful People
Description
Interpretation
Pedagogical and Theoretical Implications
Further Reading
References
Part III: Issues of Critical Language Teacher Education
9: Exploratory Practice for Language Learning and Teaching
Introduction and Nature of the Problem
Exploratory Practice and Its Principled Framework
Research Methodology
Findings and Discussion
Further Reading
References
10: Bringing to Light English Language Teachers’ Voices for Continuous Professional Learning in Chile
Introduction
Nature of the Problem
Local Initiatives
EODP Initiatives
Critical Agenda
Research Framework
Methodology
Data Collection and Analysis
Participants
Findings and Discussion
Their Voices Regarding EODP Initiatives
General Characteristics
Decontextualized CPD Activities
EL Teachers’ Professional Needs
Contribution to the Local Conversation about CPL
Conclusions and Contribution
Further Reading
References
11: Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes
Nature of the Problem
Critical Agenda
Theoretical Framework
Critical Pedagogy in ELT
Research Methodology
Research Questions
The Study Interventions
Interview Participants
Data Analysis
Findings and Discussion
Questioning Dominant Dogmas
Mutual Construction of Knowledge
Empowering Approach
Humanizing Teaching
A Holistic Approach
What Are ELT Teachers’ Attitudes Towards Critical Pedagogy?
Acceptance of CP
Concerns About CP
Resistance to CP
In-Between: Inner Pull vs. Outer Pull
Theoretical Contributions
Pedagogical Contributions
Implications for Teachers
Implications for Policy Makers
Further Reading
References
Part IV: Issues of Voice and Voicelessness with English
12: Teachers’ Voices and Curricular Change: A Critical View
Nature of the Problem
Critical Agenda
Critical Applied Linguistics (CALx)
Teachers’ Voice, Participation, and Involvement
Research Framework
Research Questions
Methods
Participants
Piloting
Data Collection and Analysis
The Questionnaire
The Interviews
Findings and Discussion
Teachers’ Perceptions about the Design Process of the New English Curriculum
Influence of Teachers’ Perceptions on Their Involvement in the Implementation Phase of this New Curriculum
Leaders’ Actions to Allow Teachers’ Voices to Be Heard
Pedagogical and Theoretical Contributions
Further Reading
References
13: Performativity in Education and Its Impact on Saudi ELT Teachers’ Performance
Nature of the Problem
Critical Agenda
Research Methodology
Methods
The Sample
Data Analysis
Findings and Discussion
“I Am No Longer Enjoying It”
Do Experts Really Know Better?
“I am Leaving the Profession for Good”
“Much Ado About Nothing”
Fabricating Ourselves
“That doesn’t count”
Job Description
Theoretical and Practical Contribution
Conclusion
Further Reading
References
14: Non-native: Problematizing the Discourse and Conscientizing the Teachers
Introduction
Researcher’s Positionality
Research Purpose and Significance
Critical Agenda
Native Speakerism: Definitions and Discourse
ELT Discourse Built on SLA Research
Native & Non-native Teachers: The Dichotomy, Labeling, and Homogeneity
Addressing Discrimination
ELT Recruitment Discourse
Methods
The Participants
Data-Collection Methods
CDA Data
Interviews
Findings and Discussion
Online Job Advertisements Analyzed
Experiences with Hidden Racism and Marginalization
Periphery and Outer-circle Racism
Views of the Label
Impact of Discrimination
Perceptions of Native-Speakerism
Collective Ideas for Change and Individual Resistance Strategies
Conclusion and Contribution
Further Reading
References
15: Problematizing Student Evaluation of Teaching in Saudi Arabia: Merits, Demerits and Impacts on Performance
Nature of the Problem
Critical Agenda
Purpose of SET
Different Views on SET
The Study
Research Questions
Research Methods
Participants
Interview Design and Data-Collection Procedure
Data Analysis
Findings and Discussion
Perceptions Regarding Teacher Evaluation Procedures
Perceptions Regarding the SET Quality
Perceptions Regarding the SET Feedback
Perceptions Regarding the Support Provided by Administrators to Faculty
Pedagogigal and Theoretical Contributions
Further Reading
References
Index
