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Ethnic Content Integration and Local Curriculum in Myanmar
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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Integration of local texts and cultural practices in localised EFL classrooms:An ethnographic study of a rural Indonesian school
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Promoting the use of local literacies in EFL pre-service teachers to inspire their teaching practice
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In: Colombian Applied Linguistics Journal, Pp 249-263 (2018) (2018)
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Abstract:
Involving teachers and students in an interaction with their community can provide opportunities to develop literacies from a critical viewpoint. From this perspective, an active exploration and transformation of socio cultural realities can be promoted. This article will serve as a reflection on the theory of community-based pedagogies as a means of fostering pre-service language teachers’ commitment in the construction of an alternative curriculum. Additionally, it calls for the appreciation of cultural context as a text for shaping and reconstructing the world, where learners explore their everyday understandings and practices, and teachers become authors of a curriculum that engages with material realities (Luke & Woods, 2009). Thus, it promotes inquiry in early teaching experiences as a source for creating new alternatives and functional understandings through problem posing involving diversity, creativity, and reflections as the main core in the curriculum (Short & Burke, 1991). Moreover, it supports valuing local knowledge (Canagarajah, 2005) as the foundation of an inclusive learning environment that empowers prospective teachers to envision their practice as an emancipatory exercise that demands relating the community to the classroom dynamic. Finally, it concludes that exploring socio cultural assets with the aim of enriching the EFL curriculum can inspire a context-sensitive practice that transforms both pre-service teachers and students’ lived experiences.
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Keyword:
community-based pedagogies; context-sensitive curriculum; critical literacies; efl teacher education for social justice; local knowledge; P1-1091; Philology. Linguistics
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URL: https://doi.org/10.14483/22487085.13005 https://doaj.org/article/d8cc9390ad3547c2a2c1bfec03c45a51
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 14 of 14
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 2 of 15
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 8 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 12 of 13
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Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 10 of 14
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Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 14 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 18 of 18
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Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 9 of 13
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 16 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 20 of 21
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