2. To STEAL or to TELL: Teaching English in the Global Era

Conflict, Militarization, and Their After-Effects: Key Challenges for TESOL

“…Most significantly, the design and practice of English language teaching in, for, and from conflict zones—as elsewhere—should not be concerned solely with linguistic objectives in a narrow decontextualized sense, but rather should equip students for critical communicative engagement with events occurring in the world outside the classroom and in the wider sociopolitical sphere (see Appleby, 2005/2006, ; Coleman, ; MacPherson, ; Toh, ). Although any teaching ideas must be tailored to suit the particular geo‐region, education level, learning needs, and so on, in the following paragraphs we suggest a few macro‐strategies (borrowing a concept from Kumaravadivelu, ).…”

Educação de língua inglesa e novos letramentos: espaços de mudanças por meio dos ensinos técnicos e tecnológicos

“…Ao buscar entender as epistemologias que sustentam as humanidades em termos de pesquisa acadêmica, argumento que essa perda de espaço se dá, em parte, pelo fato de as humanidades se posicionarem, muitas vezes, em contextos positivistas e cientificistas de (re)produção do conhecimento. Diminuindo o escopo e trazendo esses argumentos para a educação, MacPherson (2006) argumenta que, apesar das mudanças aceleradas pelas quais estamos passando, as "instituições e discursos escolares do ensino formal mostram pouco ou nenhum questionamento dos hábitos coloniais e das práticas do passado" (MACPHERSON, 2006, p. 74). No que diz respeito ao ensino de inglês, mais especificamente, concordo com Cavanagh (2009) quando este afirma que os departamentos de inglês seguem as mesmas premissas das humanidades tradicionais e da educação convencional.…”

“…Language Education (MacPHERSON, 2006;LED, 2011 Analisar o diálogo entre o ensino de línguas estrangeiras (língua inglesa) e educação é um dos objetivos desta tese. Interessa-me discutir a integração das novas pesquisas na área (como por exemplo, a aplicação e expansão da pedagogia crítica freireana) com a formação tecnológica e a educação de línguas estrangeiras.…”

“…Freire (2005:151) spoke of the need to move away from "naive" ways of reading the world in terms of "common sense", where meanings are taken to be given, apparent and uncontested (a form of knowledge described by Freire as "made from experience"), towards a more analytical ("rigorous") form of reading the world which Freire defined as "learning to listen": "one doesn´t learn to speak by speaking; it is by listening that one learns to speak" (2005:157). This is part of the development of the eminently political process of critical reflection that Freire called conscientização, a politically aware understanding of the sociohistorical world and its relationship to reading and knowledge-formation through an understanding of language and meaning-making ( Nevertheless there has been a plethora of acronyms (TESL / TESOL/ TEFL/ TEAL/ TEIL/ TESP/ TEML/ TEIM) to conceptualize the many contexts in which English language education has taken place around the globe (MacPherson 2006), I am assuming that EELT reflects a rather different concept from these previous ones provided it accounts for the intertwining of contemporary takes on education and English language teaching. EELT connects its theoretical assumptions to post-movements (post-structuralism, postcolonial studies, and critical theory) as well as it tries to discuss citizenship and democracy through language learning (FERRAZ, 2010, p. 2) Nessa Débora (Etec): Sim, ouvindo músicas em inglês e na internet, sinceramente eu posso dizer que a maior parte de tudo que sei, entendo da língua inglesa se deve graças à internet e às músicas em inglês.…”

Complicity with the neocolonial project in education: A deconstruction of student affairs preparation practices

“…The covert form of control and dominant norms is maintained by notions of (internalized) superiority and inferiority (Fanon, 1963;MacPherson, 2006). For example,…”