Abstract
This paper addresses the tensions that exist between policy-makers and practitioners about what learning and teaching should really be about. It adds to the collective reflection on what learning is about and how we should never stop engaging in reflection about it in an active, revolving and changing manner. Similarities between second language learning and generic learning intersperse the reflective account as the author looks through the lenses of her own disciplines of Linguistics and English as a Second Language. The reflection digs deep into the emotions of a critical pedagogue and is finally channelled into a ‘pedagogy of hope’ for a better future.
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