{"title":"Decolonizing ELT materials: a sociomaterial orientation","authors":"Miso Kim","doi":"10.1093/elt/ccad013","DOIUrl":null,"url":null,"abstract":"\n This article adopts a sociomaterial perspective on ELT materials and illustrates how a mandatory textbook is used as a springboard to create decolonizing relations in the classroom ecology. Sociomaterial perspectives view learning as not the transmission but the emergence of knowledge from embodied relations, which shifts the focus from the textbook itself to the relations surrounding it. Based on this shift, this article first provides exploratory questions for teachers to understand the classroom ecology. A set of example activities in a beginner-level Japanese EFL class follows, which showcase how a textbook published by a global publisher could be turned into a springboard to attract translingual and multimodal materials and meaning-making resources. Learning emerges through the entangled relationships of the prescribed textbook, materials, resources, students, and teachers. The article concludes with practical implications to enrich the ELT classroom ecology.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/elt/ccad013","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This article adopts a sociomaterial perspective on ELT materials and illustrates how a mandatory textbook is used as a springboard to create decolonizing relations in the classroom ecology. Sociomaterial perspectives view learning as not the transmission but the emergence of knowledge from embodied relations, which shifts the focus from the textbook itself to the relations surrounding it. Based on this shift, this article first provides exploratory questions for teachers to understand the classroom ecology. A set of example activities in a beginner-level Japanese EFL class follows, which showcase how a textbook published by a global publisher could be turned into a springboard to attract translingual and multimodal materials and meaning-making resources. Learning emerges through the entangled relationships of the prescribed textbook, materials, resources, students, and teachers. The article concludes with practical implications to enrich the ELT classroom ecology.
期刊介绍:
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.