Transepistemic English Language Teaching for Sustainable?Futures

Autor/in	Meighan, Paul?J.
Titel	Transepistemic English Language Teaching for Sustainable?Futures
Quelle	In: ELT Journal, 77 (2023) 3, S.294-304 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meighan, Paul?J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccad004
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Equal Education; Sustainability; Place Based Education; Teaching Methods; World Views; Language Role; Colonialism; Acculturation; Language Attitudes; Epistemology; Western Civilization; Educational Change; Language Minorities; Indigenous Populations; American Indian Languages; Heritage Education; Canada Natives; Cultural Context + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; World view; Weltanschauung; Kolonialismus; Akkulturation; Sprachverhalten; Erkenntnistheorie; Bildungsreform; Sprachminderheit; Sinti und Roma
Abstract	There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article, I?argue that an epistemic (un)learning of the Western 'epistemological error' is required to enable equitable validation of all languages and knowledge systems, including those Indigenous and minoritized, in ELT for more sustainable futures. Heritage language pedagogy (HLP), conceptualized differently from mainstream versions, and transepistemic language education in the Canadian context will illustrate how epistemic (un)learning takes place. HLP seeks to relink connections between languages and place-based knowledges. The article demonstrates how HLP and transepistemic language education enables learners and educators to engage in a decolonial and pluriversal sharing of languages, knowledges, and worlds for more equitable and sustainable ELT. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01