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Transcript

Dr. Dario Luis Banegas

How can we change the TESOL curriculum?

week 6

Decolonisation

Sustainability

Change

index

Evaluation <> change

  • Complex phenomenon
  • Contextual (time- and place-sensitive)
  • Personal, group, institutional
  • Constructive, realistic, & planned change
  • Renewal/Innovation
  • Degrees of agency
(Markee, 2013)

change

what can we change?

(Macalister & Nation, 2020, Chapter 12)

How can we introduce change?

01 Steps

02 Strategies

Barriers to curriculum change

- Lack of consultation- Coercive strategies- Tight timescales- Lack of (im)material resources(Wedell & Grassick, 2018)

Language Education

Tool for emancipation

Hegemonic discourses

Language policy & planning

decolonising the tesol curriculum

(Zhong et al., 2019)

02 Example

(Goulah & Kantunich, 2020)

01 Example

Sustainability

  • Needs analysis
  • Planning
  • Engagement
  • Negotiation
  • Agency
  • Social justice

Time to recap

THANKs!!!

References

Garcia, O. (2019). Decolonizing foreign, second, heritage, and first languages: Implications for education. In D. Macedo (Ed.), Decolonizing foreign language education: The misteaching of English and other colonial languages (pp. 152-168). Routledge. Goulah, J., & Kantunich, J. (Eds.). (2020). TESOL and sustainability: English language teaching in the anthropocene era. Bloomsbury. Macalister, J., & Nation, I. (2020). Language curriculum design (2nd ed.). Routledge. Markee, N. (2013). Contexts of change. In K. Hyland & L.L.C. Wong (Eds.), Innovation and change in English language education (Kindle Edition). Routledge. Mickan, P., & Wallace, I. (Eds.). (2020). The Routledge handbook of language education curriculum design. Routledge. Poudel, P.P., Jackson, L., & Choi, T.-H. (2022). Decolonisation of curriculum: The case of language education policy in Nepal. London Review of Education, 20(1), 13. https://doi.org/10.14324/LRE.20.1.13Tavares, V. (2023). A century of Paulo Freire: Problem-solving education, conscientização, dialogue, and TESL from a Freirean perspective. In V. Tavares (Ed.), Social justice, decoloniality and southern epistemologies within language education. Theories, knowledges and practices on TESOL from Brazil (pp. 145–162). Routledge.Wedell, M., & Grassick, L. (Eds.). (2018). International perspectives on teachers living with curriculum change. Palgrave Macmillan. Zhong, Y., Tan, H., & Peng, Y. (2019). Curriculum 2.0 and student content-based language pedagogy. System, 84, 76-86. https://doi.org/10.1016/j.system.2019.06.001

  • Student content-based language pedagogy (consumers, creators, and editors)
  • Curriculum 2.0
  • Peer, self-, and plan-based assessment

What’s the potential of learners as co-creators of content & sequencing? (Australia)

"rethinking, reframing and reconstructing the current curriculum in order to make it better, and more inclusive. It is about expanding our notions of good literature so it doesn’t always elevate one voice, one experience, and one way of being in the world. It is about considering how different frameworks, traditions and knowledge projects can inform each other, how multiple voices can be heard, and how new perspectives emerge from mutual learning." (Keele University, n.d.)

  • Temporality
  • Resources
  • Developmental capacity
  • Ecological
  • Cultural
  • Linguistic

What does it mean?

Topics, projects, perspectives

  • Identity
  • Cultural practices
  • Languages
  • Post-truth (fake news)
  • Neoliberalism
  • Climate change & place (displacement)
  • Critical pedagogy
  • Multilingualism & multiculturalism
  • Democratic citizenship
  • Epistemologies of the South
(Garcia, 2019; Poudel et al., 2022; Tavares, 2023)