İngilizceyi Çoğul Merkezli Bir Dil Olarak Öğretmek: TEIL, Dünya İngilizceleri ve Eleştirel Pedagojiden İçgörüler

Year 2023, Volume: 10 Issue: 1, 63 - 75, 24.06.2023

Özlem Utku Bilici

https://doi.org/10.34086/rteusbe.1228642

Abstract

İngiliz dili, yöntem sonrası dönemde aktif bir rol üstlenmiş ve artık İngilizceyi yabancı veya ikinci dil olarak öğretmenin doğası, kapsamına çeşitli kritik bileşenleri dahil edecek şekilde değiştirilmiştir. Örnek vermek gerekirse, uluslararası bir dil olarak İngilizce öğretimi, dünya İngilizceleri ve eleştirel pedagoji kavramları İngilizce öğretiminde çok önemli bir rol oynamaya başlamıştır. Bu bağlamda, ikinci dil öğretiminde bu kavramların geliştirilmiş ve kritik rolleri göz önünde bulundurularak uluslararası bir dil olarak İngilizce öğretiminin kavramsal alanları, dünya İngilizceleri ve eleştirel pedagoji bu kavramsal belgede ana hatlarıyla verilmektedir. Bu doğrultuda kuram sentezi yaklaşımı benimsenmiş ve yöntem sonrası dönemde İngilizce öğretimine yeni bir soluk verilerek bu kavramlarla ilgili mevcut literatüre katkı sağlanması amaçlanmıştır. Bu amaca paralel olarak, kavramlar ilk olarak İngilizce öğretimi çerçevesinde tartışılmış ve İngilizcenin yabancı dil veya ikinci dil olarak öğretiminin post-metot bir yolunu göstermek için makro stratejik bir çerçeve oluşturulmuştur.

Keywords

Uluslararası bir dil olarak İngilizce öğretimi, dünya İngilizceleri, eleştirel pedagoji, teori sentezi, Teaching English as an international language, world Englishes, critical pedagogy, theory synthesis

Teaching English as a Pluricentric Language: Insights from TEIL, World Englishes and Critical Pedagogy

Abstract

The English language has taken an active role in the post-method era, and now the nature of teaching English as a foreign or second language has been altered to incorporate a variety of critical constituents within its scope. To exemplify, the concepts of teaching English as an international language, world Englishes, and critical pedagogy have started to play a crucial part in teaching English. In this connection, considering the enhanced and critical roles of these concepts in L2 teaching, the conceptual domains of teaching English as an international language, world Englishes, and critical pedagogy are outlined in the present conceptual paper. Accordingly, the approach of theory synthesis was adopted, and it was aimed to contribute to the existing literature on these concepts by giving a new impulse to teaching English in the post-method era. In parallel with this purpose, the concepts were first discussed within the framework of English language teaching, and a macro strategic framework was instanced to demonstrate a post-method way of teaching English as a foreign or second language.

Keywords

Uluslararası bir dil olarak İngilizce öğretimi, dünya İngilizceleri, eleştirel pedagoji, teori sentezi, Teaching English as an international language, world Englishes, critical pedagogy, theory synthesis

References

• Aliakbari, M., & Faraji, E. (2011, October). Basic principles of critical pedagogy. In 2nd International Conference on Humanities, Historical and Social Sciences IPEDR (Vol. 17, pp. 78-85).
• Akkuş, M., & Balıkçı, G. (2015). Critical pedagogy and language teaching. In B. Eröz-Tuğa (Ed.), Theoretical considerations in education: Implications for English language teaching (pp. 161-171). Nüans Publishing.
• Bennett, H., & Brunner, R. (2022). Nurturing the buffer zone: conducting collaborative action research in contemporary contexts. Qualitative Research, 22(1), 74-92. https://doi.org/10.1177/1468794120965373
• Berns, M. (2019). Expanding on the expanding Englishes of the expanding circle. World Englishes, 38(1-2), 8-17.
• Bilici, İ. (2023). Redressing a balance between security and civil liberty: How should states take a stance towards violent non-state terrorism?. In F. Özsungur (Ed.), Handbook of Research on War Policies, Strategies, and Cyber Wars (pp. 273-282). IGI Global. https://doi.org/10.4018/978-1-6684-6741-1.ch015
• Can, N. (2009, May 22-23). Post-method pedagogy: Teacher growth behind walls [Conference session]. The 10th METU ELT Convention, Ankara, Turkey. http://www.dbe.metu.edu/convention/proceedingsweb/Pedagogy.pdf
• Canagarajah, S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
• Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 955-974). Routledge.
• Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5(4), 767-785.
• Clyne, M., & Sharifian, F. (2008). English as an international language: Challenges and possibilities. Australian Review of Applied Linguistics, 31(3), 28-1-28.16.
• Dogancay-Aktuna, S., & Hardman, J. (2018). Teaching of English as an international language in various contexts: Nothing is as practical as good theory. RELC Journal, 49(1), 74-87.
• Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
• Graddol, D. (2006). English next. British Council.
• Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10(1), 18-26.
• Johannesson, P. (2022). Development of professional learning communities through action research: understanding professional learning in practice. Educational Action Research, 30(3), 411-426. https://doi.org/10.1080/09650792.2020.1854100
• Kulikowski, K., Przytuła, S., & Sułkowski, Ł. (2022). E‐learning? Never again! On the unintended consequences of COVID‐19 forced e‐learning on academic teacher motivational job characteristics. Higher Education Quarterly, 76(1), 174-189. https://doi.org/10.1111/hequ.12314
• Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press. Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59-81.
• Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
• Llurda, E. (2004). Non‐native‐speaker teachers and English as an International Language. International Journal of Applied Linguistics, 14(3), 314-323.
• Matsuda, A. (2019). World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm. World Englishes, 38(1-2), 144-154. doi: 10.1111/weng.12368
• Matsuda, A., & Friedrich, P. (2011). English as an international language: A curriculum blueprint. World Englishes, 30(3), 332-344.
• Matsumoto, Y. (2018). “Because we are peers, we actually understand”: Third‐party participant assistance in English as a lingua franca classroom interactions. TESOL Quarterly, 52(4), 845-876.
• McKay, S. L. (2012). Principles of Teaching English as an International Language. In L. Alsagoff, S. L. McKay, G. Hu, & W. L. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 36-54). Routledge.
• Mihalic, T. (2020). Conceptualising overtourism: A sustainability approach. Annals of Tourism Research, 84, 103025. https://doi.org/10.1016/j.annals.2020.103025
• Moradi, A., & Farvardin, M. T. (2020). Negotiation of meaning by mixed‐proficiency dyads in face‐to‐face and synchronous computer‐mediated communication. TESOL Journal, 11(1), e00446. https://doi.org/10.1002/tesj.446
• Papamitsiou, Z., & Economides, A. A. (2019). Exploring autonomous learning capacity from a self‐regulated learning perspective using learning analytics. British Journal of Educational Technology, 50(6), 3138-3155.
• Pessoa, R. R., & de Urzêda Freitas, M. T. (2012). Challenges in critical language teaching. TESOL Quarterly, 46(4), 753-776.
• Raja, P., Putrawan, G. E., & Razali, A. B. (2022). English as an international language: perceptions of EFL preservice teachers in higher education institutions in Indonesia. Education Research International, 2022, 1-8. https://doi.org/10.1155/2022/3234983
• Sadeghpour, M., & Sharifian, F. (2019). World Englishes in English language teaching. World Englishes, 38(1-2), 245-258.
• Siqueira, S. (2021). Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, 11(5), 235. https://doi.org/10.3390/educsci11050235
• Sönmez Boran, G., & Gürkan, S. (2019). Post-method pedagogy vs. conventional language teaching methods: Are they compensating or competing?. ELT Research Journal, 8(4), 200-220.
• Uğurlu, M., Utku Bilici, Ö., & Daloğlu, A. (2022). Curriculum design for a world Englishes and intercultural communication course: Survey research. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(2), 1143-1175. https://doi.org/10.17152/gefad.976438
• Wagner, T. (2008). Even our “best” schools are failing to prepare students for 21st-century careers and citizenship. Educational Leadership, 66(2), 20-25.
• Xiaoqiong, B. H., & Xianxing, J. (2011). Kachru’s three concentric circles and English teaching fallacies in EFL and ESL contexts. Changing English, 18(2), 219-228.
• Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 1–11). Springer Nature. https://doi.org/10.1007/978-3-319-58542-0_47-1