ELT Journal · 1984 · 138 citations · 0 references
Language StudiesEnglish As A Second LanguageTeachingLanguage EducationLanguage PedagogySecond Language TeachingCulturally Relevant TeachingCulturally Sustaining PedagogyIntercultural CompetenceMultilingual EducationMultilingualismSecond Language AcquisitionBicultural LearningBilingualism In The ClassroomEnglish Language Teacher EducationForeign Language InstructionForeign Language PedagogyHost-society RelationsPedagogical ModelsSocioeconomic Cultural Context
There are two competing pedagogical views on EFL instruction abroad: one advocates using English‑speaking cultural norms to foster bilingual bicultural learners, while the other promotes culturally neutral teaching to produce bilingual but not necessarily bicultural students. The article examines these positions using cognitive, affective, and cultural evidence, with particular emphasis on native English‑speaking teachers in host societies. It analyzes the positions through cognitive, affective, and cultural data concerning native English‑speaking teachers in the host society. The authors recommend that successful bilingual teachers serve as pedagogical models and that instruction draw on locally and internationally relevant contexts familiar to students, rather than unfamiliar English‑speaking contexts.
Two conflicting pedagogical views exist in teaching EFL (English as a foreign language) abroad. One, promoted chiefly by native English speaking teachers, is that English teaching should be done with reference to the socio-cultural norms and values of an English-speaking country, with the purpose of developing bilingual and bicultural individuals. The other, advocated by the host country where Engligh instruction takes place is that the teaching of English should be independent of its nationality -bound cultural context, with a view to creating bilingual yet not necessarily bicultural poeple. This article discusses both positions in the light of cognitive, affective, and cultural data—in particular with a focus on the native English-speaking teacher in the host society. It is then suggested that successful bilinguals should serve as pedagogical models (instead of monolingual and monocultural native English-speakign teachers) and that local and interenational contexts which are familiar and relevant to students' lives should be used (instead of unfamiliar and irrelevant contexts from the English-speaking world).