EFL Pedagogy as Cultural Discourse

Textbooks, Practice, and Policy for Arabs and Jews in Israel
1. Auflage 2020
ISBN: 978-1-138-30880-0
Verlag: Routledge

Buch, Englisch, 200 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 470 g

This book offers unique insight into the role that English as a Foreign Language (EFL) discourse plays in shaping the ideological terrain of contemporary Israel/Palestine through constructing the subjectivities of those who plan, teach, and learn it.

While the EFL curriculum is uniform across Hebrew and Arabic-speaking educational contexts, this book traces how its cultural content reproduces dominant hegemonic ideologies, and perpetuates the social misrepresentations of the Other that underlie inequality. The language of English teaching textbooks, the way that students understand their content, and the official policy documents that guide both EFL materials and teaching practices, are all thoroughly examined through Critical Discourse Analysis. The theoretical and methodological foundation for further cross-cultural studies of Anglo-centric and other forms of hegemonic EFL discourses within local/global contexts, and for contesting their ideological effects, are also laid down.

Through promoting a transformative EFL cultural discourse which hopes to position EFL teaching as a possible arena for effecting social change, this book offers a unique context for students, scholars, and educators interested in linguistics, CDA, cultural discourse studies, English in local/global contexts, and EFL education.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Awayed-Bishara, Muzna

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

1. Introduction: Why English? 2. EFL Discourse: Beyond Language Education 3. EFL Textbooks as Ideological Vehicles 4. Storied Selves: Analysis of EFL Learners’ Cultural Representations 5. EFL Policy Discourse: Global and Local Perspectives 6. EFL as a Cultural Discourse: Towards a Transformative EFL Pedagogy 7. Closing Remarks: EFL as a Cultural Discourse of Action

Über Autor(innen)

Muzna Awayed-Bishara received her doctorate from the Department of English Language and Literature at the University of Haifa. She is currently a postdoctoral Fellow in the Centre for the Study of Multiculturalism and Diversity at the Hebrew University of Jerusalem, and a tenured lecturer in the English Department at the Academic Arab College for Education in Haifa. Dr Awayed-Bishara is also currently a visiting scholar at the Paulo Freire Institute at the University of California in Los Angeles.