On EFL teachers, awareness, and agency  

Oleh:

Canagarajah, A. Suresh

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 53 no. 3 (Jul. 1999), page 207-214.
Fulltext: 1999.3.207.full.pdf (514.78KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ELT/53 Non-tandon: tidak ada Tandon: 1

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Isi artikel

If the rhetoric of linguistic imperialism (hereafter U) has been fashionable for some time, we are now seeing another rhetoric become more fashionable and pitted against it. What I will call the linguistic hybridity movement (LH) celebrates the fluidity in languages, identities, and cultures, thus pluralizing these constructs. In their extreme versions, while U is absolutist in defining these constructs monolithically as constituted by one ideology or the other, LH is relativistic in seeing them as always shifting in meaning and shape. While U is deterministic in perceiving these constructs as always pliable in the hands of dominant forces, LH is antinomian, in seeing them as perpetually unstable, and resisting control. While U is activist in struggling against hegemonic discourses to reconstruct a more democratic order, LH leads to apathy (as languages are seen as deconstructing themselves, transcending domination) or even playfulness (as the provision of new meanings to these constructs is treated as subverting the status quo). Leaping from one rhetoric to another without engaging rigorously with any, or clobbering one rhetoric with the other, are easy and eventually unproductive exercises. These are, after all, times when academic discourses, spawned freely in opposition to each other, swing wildly between extremes like a pendulum. As a teacher, focused on the concerns of my students, I negotiate with these divergent rhetorics to consider how they may develop a richer awareness of language and social life, enabling me to act more rewardingly in the classroom.

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