Negotiating Religious Discourses in English Language Teaching: Reorienting and Reframing Dominant English Ideologies

Autor/in	Muhalim, Muhalim
Titel	Negotiating Religious Discourses in English Language Teaching: Reorienting and Reframing Dominant English Ideologies
Quelle	In: Changing English: Studies in Culture and Education, 30 (2023) 3, S.209-222 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2023.2217424
Schlagwörter	Language Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Educational Change; Multilingualism; Cultural Pluralism; World Views; Language Variation; Religious Factors; Transformative Learning; Language Teachers; Teacher Attitudes; College Faculty; Foreign Countries; Islam; Socialization; Vignettes; Discourse Analysis; Classroom Communication; Semiotics; Indonesia + Suchen Sie Ihr Suchwort? Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; World view; Weltanschauung; Sprachenvielfalt; Pädagogische Transformation; Language teacher; Sprachunterricht; Lehrerverhalten; Fakultät; Ausland; Socialisation; Sozialisation; Diskursanalyse; Klassengespräch; Semiotik; Indonesien
Abstract	Efforts to decolonise foreign/English language teaching involve recognising the importance of diverse meaning-making resources rooted in speakers' socio-cultural realities, traditions, and values alongside English practices. This focus highlights the value of multicultural and multilingual environments, particularly in dominant English-speaking contexts, and emphasises how languages and their embedded worldviews can enrich language pedagogy. Although progress has been made in acknowledging and affirming linguistic, cultural, and epistemological diversity, little attention has been given to the role of religious discourses in transformative pedagogies that challenge the finitude of Global English. Based on interviews conducted as part of a larger study, this research explores how religious discourses shape the professional practices of two English teachers in Indonesia. It argues that these discourses, as temporal occurrences, can disrupt the notion that religiously inspired education is dogmatic and closed. Conversely, a religiously-inspired English pedagogy can serve as a potent means to resist dominant English ideologies and the inherent dogmas they perpetuate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01