Module overview
As language education seeks to prepare students to communicate in a world that is ever more interconnected, diverse and unequal, teachers and institutions are urged to explore how social justice-oriented pedagogies can help address forms of inequality, oppression and discrimination that are still reproduced in our learning materials, classroom practices and didactic spaces. In this module we examine the ways in which language educators and researchers around the globe are responding to calls for more inclusive and equitable approaches in education (UN, 2016, UNESCO, 2019), and the challenges resulting from efforts to eliminate barriers to participation and disrespect for diversity from language learning environments. Drawing from research on critical language pedagogies and classroom-based interventions from different global settings, we analyse: 1) the role that the language learning curriculum, materials and teacher agency can play in dealing with diversity as either ‘a problem’ or ‘a collective strength’; 2) what kinds of diversity and inequality dimensions need to be considered in our approaches to (English) Language Teaching and why (e.g. disability, race, rural/urban divides, religion, gender, class, emotionality); and 3) what resources, strategies and critical or social-justice pedagogies may be developed in local educational contexts to dismantle different forms of inequity, as we move towards a more critical, socially just and responsible (English) language education practice.
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Monitor your own understanding of a complex phenomenon and identify and take appropriate steps to address your own comprehension, interpretation and information gaps
- Evaluate extant or newly designed social justice proposals for the language classroom (materials, training, interventions, pedagogical recommendations), assessing their relative strengths and weaknesses
- Identify and select reputable and autoritative sources on the subject to build your own well-informed approaches to the classroom and/or to provide research-informed input for educational institutions
- Communicate authoritatively and diplomatically about the subject matter seen in this module using disciplinary language that is suitable for a range of academic and practitioner audiences
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Identify how in/exclusion, oppression/empowerment, in/equity can be reinforced or deconstructed in diverse and changing 21st century language education classrooms
- Find, select and critically evaluate relevant academic publications addressing diversity and social justice issues and needs in (E)LT
- Conduct theoretically-informed analysis of real-world curricula, materials and classroom practices, explaining how they reproduce local/global struggles and proposing alternative interventions towards a more socially-just contextualised (E)LT practice that benefits groups or individuals previously marginalised.
- Assess the applicability of Critical and Social Justice-oriented Language Pedagogies and interventional strategies across diverse global contexts
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the dimensions of diversity and inequality, such as linguistic diversity, race, ethnicity, socioeconomic disparities, gender, sexuality, disability, and religious differences, that may impact language teaching and learning in various contexts
- Approaches to undertake situated analyses of the conditions, resources, and posssible outcomes of developing alternative and social justice oriented pedagogies, materials or curricula across diverse contexts, informed by leading scholarly debates and key local case studies from both the global north and the global south
- the various principles, motivations, strategies and significance of Critical Language Pedagogies (CLP) in contemporary language education, and their potential to promote inclusivity, social justice, and decolonization in language learning environments, while preparing your future students to become socially responsible communicators and language users
- the dynamics of power, agency, and identity in educational settings, and the ways in which they influence classroom practices, teacher beliefs, and student experiences of empowerment, learning or marginalisation
Syllabus
The syllabus seeks to maintain a balance between introducing and revising necessary theoretical concepts/frameworks and analysing 'real-world' classroom-based implementations, obstacles, and debates through the study of published pedagogical interventions and practitioner-led initiatives (e.g. action research).
Following an initial familiarisation with key constructs in critical language pedagogies (CLP) and decolonial proposals for the classroom (e.g. social justice, empowerment, advocacy) , the syllabus explores principles, outcomes and obstacles in the implementation of social justice-informed approaches in diverse language education contexts. Each week will focus on a particular dimension of potential inclusion/marginalisation.
In addition, valuable face-to-face time will be dedicated to discussing assignment selection and progress. This will take the form of classroom-based discussions of the assingment brief, in-class planning and non-assessed student presentations.
Indicative syllabus themes and structure:
- Social justice for the (E)LT classroom? Contextualising UNESCO's call for more inclusive (language) education.
- Setting the theoretical bases: key concepts and aims in CLP y and Decolonial pedagogies.
- Uncovering and reverting linguistic discrimination and monolingualism-informed inequities in the (E)LT classroom.
- Understanding issues of class, and socioeconomic or rural/urban divides in our student cohorts.
- Gender and sexuality in ELT: representational debates in (E)LT materials and linguistic models.
- Planning a disability and functional diversity-friendly (E)LT curriculum.
- Understanding the assignment brief & initial planning.
- Addressing emotionality: understanding and nurturing teacher and student affective well-being.
- Undoing race and ethnicity-related discriminations in (E)LT materials and institutional practice.
- Analysing cultural diversity and representation in (E)LT: making room for indigenous students' culture in Colombian ELT (case study).
- Towards decolonial global citizenship education for (E)LT?
- Student presentations: assignment progress & formative feedback.
Learning and Teaching
Teaching and learning methods
The teaching and learning in this module will entail a hybrid approach of lecture and seminar style face-to-face sessions and independent study time.
We will co-construct content knowledge and skills through the following activities:
Tutor exposition and analysis
Discussion of curated articles and book chapters
Student-led reflective analysis of relevant issues in known/given contexts
Student-led search of sources of relevant information, classroom materials and academic literature (e.g. textbooks, policies, exams, studies related to social justice informed pedagogies seen in the module) to contribute new 'local' insights to the class
Informal group activities and exercises
Type | Hours |
---|---|
Seminar | 12 |
Completion of assessment task | 36 |
Follow-up work | 20 |
Lecture | 12 |
Preparation for scheduled sessions | 40 |
Wider reading or practice | 30 |
Total study time | 150 |
Resources & Reading list
General Resources
Poteau & C.A. Winkle (eds.) (2022): Advocacy for Social and Linguistic Justice in TESOL Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching. New York. Routledge..
Martínez-Alba, G., Pentón Herrera, L. J., & Hersi, A. A. (Eds.) (2022). Antiracist teacher education: Counternarratives and storytelling. Association of Teacher Educators & Rowman & Littlefield..
Graham V Crookes, Critical language pedagogy: an introduction to principles and values, ELT Journal, Volume 75, Issue 3, July 2021, Pages 247–255, https://doi.org/10.1093/elt/ccab020.
Gender Diversity and Sexuality in English Language Education New Transnational Voices Darío Luis Banegas (Anthology Editor), Navan Govender (Anthology Editor).
Kumaravadivelu, B. (2016). The Decolonial Option in English Teaching: Can the Subaltern Act? TESOL Quarterly, 50(1), 66-85. doi:https://doi.org/10.1002/tesq.202.
Canagarajah, S. (2022). Language Incompetence: Learning to Communicate through Cancer, Disability, and Anomalous Embodiment (1st ed.). Routledge. https://doi.org/10.4324/9781003212065.
Canagarajah, S. (2023). Decolonization as pedagogy: a praxis of ‘becoming’ in ELT. ELT Journal. doi:10.1093/elt/ccad017.
Macedo, D. 2019. Decolonizing Foreign Language Education The Misteaching of English and Other Colonial Languages. Avingdon: Routledge.
Menezes Jordao, C. (2019). Southern epistemologies, decolonization, English as a lingua franca: ingredients to an effective Applied Linguistics position. Waseda Working Papers in ELF, 8..
Block, D. (2014). Social Class in Applied Linguistics. Abingdon: Routledge..
International Perspectives on Diversity in ELT Darío Luis Banegas, Griselda Beacon, and Mercedes Pérez Berbain (eds.) Palgrave Macmillan, 2021.
Freire, P., Macedo, D. P. and Shor, I. (2018) Pedagogy of the oppressed. 50Th anniversary edn. Translated by M. B. Ramos. New York: Bloomsbury Academic..
Darvin, R. (2017). Social class and the inequality of English speakers in a globalized world. Journal of English as a Lingua Franca, 6(2), 287-311. doi:10.1515/jelf-2017-0014.
Banegas, D. L., & Evripidou, D. (2021). Introduction: comprehensive sexuality education in ELT. ELT Journal, 75(2), 127-132. doi:10.1093/elt/ccaa085.
Pau Bori (2020) Neoliberal governmentality in global English textbooks, Classroom Discourse, 11:2, 149-163, DOI: 10.1080/19463014.2020.1755327 In Christopher J. Jenks. (2020) Applying critical discourse analysis to classrooms. Classroom Discourse 11:2, pages 99-106..
Journal Articles
Álvarez Valencia, J. A., & Wagner, M. (2021). Roadblocks to intercultural mobility: Indigenous students’ journeys in Colombian universities. Intercultural Communication Education, 4(1), 6-21. doi:.
Assessment
Assessment strategy
Summative assessment:
You will demonstrate the learning you have developed through contact and independent study time in this course through one written assignment.
You will have regular formative assessment opportunities through informal classroom feedback and interactions.
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Assignment | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Assignment | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Assignment | 100% |
Repeat Information
Repeat type: Internal & External