World Englishes, Critical and Feminist Pedagogies Coalition in Pre-Service Teacher Training

Autor/in	Barros-del Río, Maria A.
Titel	World Englishes, Critical and Feminist Pedagogies Coalition in Pre-Service Teacher Training
Quelle	In: English Language Teaching, 9 (2016) 2, S.192-198 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Feminism; Language Variation; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teachers; Power Structure; Classification; Critical Theory; Graduate Students; Masters Programs; Violence; Speeches; International Organizations; Social Change; Self Concept; Student Attitudes; Correlation; Foreign Countries; Teacher Education; Language Teachers; Spain + Suchen Sie Ihr Suchwort? Feminismus; Sprachenvielfalt; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Classification system; Klassifikation; Klassifikationssystem; Kritische Theorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Gewalt; International organisation; International organisations; International organization; Internationale Organisation; Sozialer Wandel; Selbstkonzept; Schülerverhalten; Korrelation; Ausland; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Spanien
Abstract	In an attempt to overcome the fragmentation of theoretical and practical post-structuralist strands applied to the teaching of EFL, this article explores how critical and feminist perspectives can inform the TESOL practice through the inclusion of the voices and experiences of those who have been excluded from dominant discourses according to the World Englishes classification. After exposure to basic readings on feminist and critical pedagogies, a group of pre-service teachers enrolled in the Master's degree in teaching at the University of Burgos in Spain, were asked to design teaching activities for the selected authentic materials. Malala Yousafzai's speech to the UN in 2013 was selected so that the pre-service teachers would face nonnative texts. Through the didactic exploitation of her discourse, gender, power, identity and violence issues were addressed. Results indicate that coalition of World Englishes, feminist, and critical pedagogies enhance resistance to dominant discourses, foster awareness in teaching practices and contribute to social transformation. Further scholarly reflection and classroom practices are suggested on the relationship between the use of English as a globalized language for training purposes and its relationship with the particular struggles of the oppressed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01