ESL, Ideology, and the Politics of Pragmatism

Benesch, Sarah

doi:10.2307/3587403

Cited by 127 publications

(56 citation statements)

References 27 publications

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“…At the same time, Benson (1996), by drawing on the perspective of critical pedagogy advanced by such scholars as Benesch (1993) and Pennycook (1989), stressed that language teaching is intimately related to the issue of power and that neglecting this aspect of language pedagogy is an implicit acceptance of the status quo. Therefore, Benson's political version of learner autonomy was meant to create learning situations in which learners exercised, not "responsibility," but control over "the three interrelated levels: control of the learning process, control of resources and control of language" (p. 31).…”

Section: Discussionmentioning

confidence: 99%

Educational Intervention in Fostering L2 Learner Autonomy

Sani

Vaseghi

2015

ILSHS

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There is not enough conceptual work done on autonomy relating it to other individual difference variables. Some researchers have investigated the characteristics of L2 English learners in terms of motivation and learning strategy constructs, but they did not include variables associated with learners' perceived L2 learning competence/anxiety. Some other researchers investigated the characteristics of L2 English learners in terms of strategy use and confidence constructs, but did not include motivational constructs. Motivational, affective, and strategy use have been hypothesized to be important in fostering L2 learner autonomy (Benson, 2011), but conceptual work linking these constructs to L2 learner autonomy is needed. The present study aims to identify the links among L2 learner motivation, confidence/anxiety, and strategy use with L2 English learners with varying degrees of L2 learner autonomy, measured with the Self-Determination Theory-based motivational continuum. The results will help to illuminate how autonomy is related to other variables and thereby provide a clearer understanding of L2 English learner autonomy. The second purpose is to investigate which of the above-mentioned constructs can be changed through a specific educational intervention. This is important given that positive changes in such variables are hypothesized to result in more positive educational outcomes. The study also aims to investigate how the participants perceive a set of learner autonomy fostering activities that aims at transferring learning responsibility from teacher to learner.

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Section: Discussionmentioning

confidence: 99%

Educational Intervention in Fostering L2 Learner Autonomy

Sani

Vaseghi

2015

ILSHS

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“…For answer I return to the point made above. This concerns the potential lack of awareness of the ideology(ies) to which teachers as well as administrators and curriculum designers deliver, frame and design programs in the adult ESL context (Benesch 1993, Fairclough 1992.…”

Section: Discussionmentioning

confidence: 99%

“…Such perspectives are impacted by differing epistemological assumptions concerning the nature, purpose and meaning of literacy which can range from those with a narrow economic and functionalist focus to ones which are more social and critical in nature (Papen 2005). Evidence suggests however that many teachers are unaware that their literacy beliefs form part of a wider discourse which has ideological implications (Benesch 1993, Fairclough 1992. Nor are they necessarily aware of the impact such beliefs can have on student learning and the educational climate within an institution.…”

Section: Introductionmentioning

confidence: 99%

Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity

Atkinson

2014

LNS

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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.

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“…Įvairūs kritiniai būdai tampa įtakingesni, kalbos mokymosi metodologijoje (Fairclough 1992;Pennycook 1990;Benesch 1993) akcentuojamas socialinis kontekstas ir suvaržymai, darantys įtaką mokymuisi. Kritiniai požiūriai į kalbą pabrėžia, kad kalba yra ideologija.…”

Section: Ugdymo Filosofijos Indėlis į Svetimosios Kalbos Autonominių unclassified