英语教学材料的包容性与多样性:作为教学工具的批判性文本分析

Sreemali Herath
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引用次数: 1

摘要

在大多数教育环境中,在课堂和更广泛的学校文化中促进公平和多样性往往被忽视。对学生多样性的关注很重要,因为教师需要能够使用课堂教学和交流,使他们的课堂对所有学习者都具有包容性。然而,教室如何才能成为包容和安全的学习环境,为所有学生提供成长和充分发挥潜力的空间?教师如何设计和讲授课程,让所有的学习者都觉得自己属于学校社区?教师如何帮助学习者根据自己的条件选择合适的教学内容?这些都是本文试图回答的问题。重点是英语语言教学(ELT)材料,它讨论了教科书中的教育话语如何再现课堂外存在的不平等,以及批判性话语分析(CDA)如何用于解构文本,以探索它们与更广泛的社会政治背景相关的方式。根据批评性话语分析的一些原则,本研究讨论了如何将这些原则作为一种分析工具,批判性地审视教科书中话语、权力、支配地位和社会不平等之间的关系,并确定教育者如何调整和适当使用教材,以帮助学习者建立他们带到课堂上的文化和语言资本。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inclusivity and Diversity in ELT Material: Critical Textual Analysis as a Pedagogical Tool
Promoting equity and diversity within the classroom and the wider school culture is often overlooked in most educational contexts. The focus on student diversity is important as teachers need to be able to use classroom instruction and communication to make their classes inclusive for all learners. Yet, how can classrooms be inclusive and safe learning environments that offer all students the space to grow and reach their full potential? How can teachers design and deliver lessons so that all learners feel they belong to the school community? How can teachers help their learners appropriate pedagogical content on their own terms? These are concerns this paper attempts to answer. Focusing on English Language Teaching (ELT) material, it discusses how educational discoureses in textbooks reproduce inequalities that exist outside of the classroom and how critical discourse analysis (CDA) can be used to deconstructs texts in order to explore ways in which they relate to broader sociopolitical contexts. Drawing on selected tenets of CDA, this study discusses how they can be used as an analytical tool to critically examine the relations between discourse, power, dominance, and social inequality present in textbooks and identify ways in which educators can adapt and appropriate material in ways that help their learners to build on the cultural and linguistic capital they bring with them to the classroom.
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