Enacting a People-Centred Curriculum in ELT With Teenage Learners

Banegas, Darío Luis; Velázquez, Aurelia

doi:10.15446/profile.v16n2.40902

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…The teacher-participants valued contextualizing classroom discussions according to their students’ varied personalities, backgrounds, language use, preferences, and learning styles. Based on their answers, the participants seemed to be practicing the learner-based or lived curriculum to a certain extent since they recognize gender as part of their students’ identities—which becomes an important factor when discussing topic examples, assignments, and group activities, and making sure that their pedagogical practices are gender-responsive and -sensitive (Banegas & Velázquez, 2014 ; Norton & Pavlenko, 2004 ). In ELT classroom discourses where a lived curriculum is in place, recognizing individual differences, which cover gender identities, is strongly upheld and encouraged; and in this context, learning lived realities goes beyond language.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research on incorporating notions of gender and sexuality in language teaching have been mostly conducted in Argentina (Banegas, 2020 ), South Africa (Jimmyns & Meyer-Weitz, 2019 ), and Poland (Pakuła et al, 2015 ). Most of these studies focused on integrating a lived or person-based curriculum (Banegas & Velázquez, 2014 ; Norton & Pavlenko, 2004 ) that incorporates gender as part of a human’s identity and lived experiences. A number of researchers have also assessed gender representation in textbooks (Ariyanto, 2018 ; Curaming & Curaming, 2020 ; Lee & Mahmoudi-Gahrouei, 2020 ; Tarrayo, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Tarrayo

Potestades

Ulla

2021

Sexuality & Culture

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In recent years, gender mainstreaming in education has been discussed and studied. In the Philippines, however, research has tended to focus on extreme ends of the implementation process such as the awareness of educators about the gender perspective or the success in incorporating gender in their pedagogical practices, rather than an in-depth analysis on the overall experience of educators in the government’s attempt to mainstream gender-and-development education in schools. Also, there is a gap in the literature concerning Filipino English language teaching (ELT) practitioners' views on integrating the gender perspective into English language education. Through semi-structured interviews, the present study explores how a group of 71 Filipino college teachers of English perceive the benefits, ways, and challenges of incorporating the gender dimension in ELT. The thematic analysis of interview responses revealed the following benefits: enhancement of learners’ critical thinking skills, promotion of an inclusive and supportive learning environment, and increased awareness on the critical role of language (i.e., English) in recognizing diversity. Further, it was found that the teacher-participants incorporate gender knowledge in ELT in two ways: instructional materials and teaching-learning activities, and teacher-student interaction. In terms of challenges, three major themes emerged: learner factor, teacher factor, and institutional constraints (which were further categorized as curriculum, resource, and belief).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Tarrayo

Potestades

Ulla

2021

Sexuality & Culture

View full text Add to dashboard Cite

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“…Gender is a crucial component of a person's identity and lived experience, primarily constructed and negotiated in and through language (Banegas & Velasquez, 2014). Within this premise, the gender perspective is essential in education, particularly in ELT, where teaching English can influence students' worldviews.…”

Section: Introductionmentioning

confidence: 99%

Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom

Tarrayo,

Potestades

2023

TESOL Quarterly

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Efforts to promote gender equality/equity in education have received much focus in recent decades. The area of English language teaching (ELT) has contributed to this development by emphasizing gender concerns. However, the views of LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other genders) educators are often undermined in initiatives to engender an inclusive English classroom. Anchored in the notion of queer inquiry, the present study adds to this evolving discussion by focusing on the beliefs of queer Filipino university teachers about queering ELT. Using a qualitative survey of 19 English language teachers from different Philippine universities, the study explores the factors influencing LGBTQIA+ Filipino university teachers' efforts in queering ELT. The facilitating factors include legitimating (i.e., a positive school atmosphere and academic freedom) and favoring aspects (i.e., confidence in one's gender and sexuality literacy and students' acceptance of queer perspectives). On the other hand, the potential impediments cover censoring (i.e., the conservative ideology of relevant key players) and delegitimating factors (i.e., teachers' limited power and capacity to tackle queer perspectives, and lack of school support and sustainability). The findings may have implications in relevant educational situations where the concept of diversity in ELT is explored and promoted.

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Navigating the gender dimensions in English language teaching: perceptions of senior high school teachers in the Philippines

Tarrayo

2021

Pedagogy, Culture & Society

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Enacting a People-Centred Curriculum in ELT With Teenage Learners

Cited by 5 publications

References 16 publications

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Exploring the Gender Perspective in English Language Teaching (ELT): Voices from ELT Practitioners in Philippine Higher Education Institutions

Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom

Navigating the gender dimensions in English language teaching: perceptions of senior high school teachers in the Philippines

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