Politics without pedagogy: questioning linguistic exclusion

• Autores: Damian J. Rivers
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 65, Nº 2, 2011, págs. 103-113
• Idioma: inglés
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• Resumen

  • On the premise that the learning of a second or foreign language should contribute to, rather than subtract from, the cultural and linguistic resources which a learner already possesses, this paper documents an individual teacher's pedagogically centred challenge to a politically driven and potentially exclusive English-only language policy within the context of a Japanese university. A small group of Japanese English language learners took part in the project and data were gathered from a series of semi-structured conversation diaries, as well as through learner responses to two in-class activities which sought to promote a reflective analysis of individual language use behaviours. The two in-class activities were designed with the intention of assisting students to be able to make more self-directed language choices and to develop a heightened awareness and understanding of why the strategic use of the L1 may at times be beneficial to their second or foreign language learning ambitions.