| Title |
Disrupting English Hegemony and Promoting Critical Language Pedagogy in Philippine ELT |
|
Authors |
Parba, Jayson; Fernandez-Dalona, Irish Mae |
|
Publication date |
2022 |
|
Journal |
The European Journal of Applied Linguistics and TEFL |
| Volume |
11 |
| Issue |
2 |
| Pages |
103-124 |
| Publisher |
Linguabooks Academic Publishing |
| Abstract |
Critical language pedagogy (CLP) has gained more attention in recent years although research that draws from this perspective remains wanting in applied linguistics, specifically in ESL and EFL contexts outside the US. Drawing on the Freirean principle of praxis, which allows the authors to reflect on their teaching experiences and legitimise their teacher-as-intellectual identities, this article explores various entry points through which to engage in critical language teaching. The discussion first situates Philippine ELT in its socio-cultural, historical, and political contexts, in which the English language enjoys a hegemonic privilege in education and in many other aspects of the society. It then proceeds to highlight the various entry points of engaging in critical ELT by encouraging teachers to disrupt English language hegemony. These entry points encourage Filipino ESL teachers to orient themselves towards a non-essentialist view of language and language learning, to leverage students芒聙聶 multilingualism through translanguaging, and to unpack the English for economic success myth. Moreover, the discussion underscores the value of incorporating critical teaching materials to create a space for underrepresented voices in the curriculum and to foster critical awareness among students. Lastly, the article highlights CLP芒聙聶s practical contributions in the field of English language teaching in the Philippine context. |
| Index terms / Keywords |
Critical language pedagogy, Philippine ELT, critical materials, critical teachers, praxis |
Mindanao State
University - Iligan Institute of Technology