Integrative genre-based pedagogy: Enhancing social responsiveness in English medium of instruction and STEM education

Abstract

Genre-based pedagogy (GBP) is frequently employed to instruct second language (L2) English speakers to communicate through genre conventions, yet doing so may inadvertently subjugate culturally diverse ways of knowing and communicating knowledge, reinforcing predominant social norms. English for Specific Purposes (ESP) and English for Academic Purposes (EAP) traditions of GBP are characterized by broad subdisciplines, including critical perspectives aimed at promoting sociocultural diversity. Yet, current approaches may be limited in their critiquing of epistemological and ontological biases and practical application to broader social and educational contexts. The present work introduces integrative genre-based pedagogy (IGBP) to enhance social responsiveness in ESP/EAP genre instruction, particularly in English as a medium of instruction (EMI) and STEM contexts. IGBP is founded on three pillars of practice: identifying, enhancing, and critiquing. Cumulatively, these pillars of practice aim to elevate teachers' and students’ critical consciousness, authenticity, and collaboration, using a holistic approach to establish a positive learning environment for enhancing genre and cultural knowledge and engaging in ongoing critiques of genre.