Detail Finding Non-native English Literatures' Place in English for Young Learners (EYL) Classes   Oleh:  Raquitico, Kornellie Lorenzo Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 637-640 . Topik: Non-native English literatures; Critical Literacy; Multicultural Literacy Fulltext: FINDING NON-NATIVE ENGLISH LITERATURES’ PLACE.pdf (6.95MB) Isi artikel The Integrated Language Arts Curriculum Framework (ILACF) adopted by the new K-12 system in the Philippines promises a language pedagogy that does not only focus on improving the communicative competence but also the critical literacy and multicultural literacy and global awareness of students for them to be more locally and globally competitive to meet current higher education and employment demands (SEAMEO-INNOTECH, 2012). This paper would like to prove that the inclusion of non-native English literary texts in English for Young Learners (EYL) program, particularly in the high school level, can suitably address K-12’s goals. Also, this paper recommends a balanced representation of native and non-native English literary texts for students to (1) be critically aware of the “Englishes” used across cultures, (2) be motivated to express their personal and national/local identity in their “own” English (3) find and accept their “third place” between their native culture and the new culture (Kramsch, 1993), and (4) appreciate and respect cultural diversity. Ultimately, it is hoped that through these critical pedagogical practices teachers and students would finally be liberated from a colonialist English pedagogy they had all been accustomed to. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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