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

Maria A Barros-Del Rio

doi:10.5539/elt.v9n2p192

Abstract

<p>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.</p>

Highlights

1.1 Fragmentation of Post-Structuralist StrandsIn the last decades, much academic literature has shown interest in the use of English language as a means for international communication
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
In an attempt to conceptualize this phenomenon, Kachru (1985) proposed the “Three Circles of English”, a classification to explain the spread of English and its varieties. In his World Englishes (WE) model he distinguished an inner circle that would comprise the countries where English stands as a native language, an outer circle that would include the countries affected by British colonization, and an expanding circle that would contain those countries where English is widely used

Summary

Introduction

Much academic literature has shown interest in the use of English language as a means for international communication This phenomenon is the result of imperialistic interests, an imposition that needs to be resisted (Canagarajah, 1999; Phillipson, 1992; Park & Wee, 2009). In an attempt to conceptualize this phenomenon, Kachru (1985) proposed the “Three Circles of English”, a classification to explain the spread of English and its varieties In his World Englishes (WE) model he distinguished an inner circle that would comprise the countries where English stands as a native language, an outer circle that would include the countries affected by British colonization, and an expanding circle that would contain those countries where English is widely used. The teaching of English as a widely used language necessarily affects the way we teach it

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