The world of English language teaching: Creating equity or inequity?

Abstract

English language teaching takes place in a variety of different contexts around the globe, contexts that are affected by the megatrends of global competition, population mobility, and technological interconnectedness. These trends have resulted in increased demand for English as a tool for advancement individually and nationally. However, because language is a social practice, the introduction of English within existing linguistic, sociocultural, and political values and practices can create tensions. Learners investment in learning English depends on the extent to which they and their communities envisage any benefits from English or are positioned by societal forces. Additionally, local educational practices or quality may militate against the learning of English. English may therefore be rejected by communities or may maintain current societal inequities. Teachers, teacher educators, and teacher education programs need to be aware therefore that English teaching is not neutral, but a complex educational change.

Second language teachers learn to teach for social justice through community field experiences

“…Rather than benefitting individual learners, English, in particular, created spaces for negotiation and potential harmony as in the sociopolitical context of Sri Lanka, where it is considered a more neutral tool than other languages (Lo Bianco, 2011). On the other hand, there is great concern about inequality of access to English learning (Block, 2014;McKay, 2010;Murray, 2018;Sayer, 2018). That is, English learning has been criticized for contributing to a socioeconomic divide in many societies today.…”

“…In the field of second language (L2) education in general and TESOL (Teaching English to Speakers of Other Languages) in particular, inequality in access to English learning has become a great concern in many societies, especially in non-English speaking contexts (Baldauf, Kaplan, Kamwangamalu, & Bryant, 2011;Butler, Sayer, & Huang, 2018;McKay, 2010). Given the current status of English language education across the world today, equity in teaching and learning needs more attention (McKay, 2010;Murray, 2018). Compared to general teacher education that has oriented teacher preparation toward social justice and equity, L2 teacher education has not adequately addressed this issue.…”

“…In response to 'a call for a turn to social justice language teacher education' (Hawkins, 2011, p. 2), it is necessary to advocate for social justice discourses as an integral part of educating L2 and TESOL teachers. This initiative is deemed a remedy to the widespread problem pertaining to inequality in access to English learning (Butler, Sayer & Huang, 2018;McKay, 2010;Murray, 2018).…”

The Term Equity in Education: A Literature Review with Scientific Mapping in Web of Science

“…In any case, equity in the field of education should contribute to equal opportunities in access to studies regardless of gender [10,11], social origin, or ethnicity [12][13][14]. Equity must promote academic results and quality [15], so that students can access higher education and thus break the inequality gap [16].…”

“…On the other hand, equity is conceived in the education system as part of social justice in which each person, by virtue of being a person, receives what he or she needs from the common goods to compensate for the initial inequalities and, thus, annul the biases related to personal, social, or cultural factors [9]. Equity in education should not only be seen as compensation or readjustment of common goods in order to alleviate initial limitations, but should also go beyond this by seeking to ensure that this equity is manifested in such important aspects as equal opportunities in access to studies regardless of gender [10,11], social origin [12,13], or ethnic origin [12][13][14]. It also seeks to ensure that this equity is reflected in academic results and quality [15], which will allow students to access higher education and thus break the inequality gap [16].…”