daronloo

Today's readings required me to be in different frames of mind.  I first read about the evolution of the English language learning objectives, then the types of savoir,  or knowledge, needed to gain intercultural competence, and finally finishing my day on Pennycook's (2001) notion on 'critical applied linguistics'.  Pennycook's works easily beat the rest in being the most interesting, for today, that is.   Starting this PhD did not really give me a sense of definiteness to what I know.  Instead, it has coerced me into expanding my limits - which at times can be very uncomfortable.  Pennycook's first chapter in Critical Applied Linguistics: A Critical Introduction , pushed me even more, probably over the edge.  I can't imagine what the other chapters would do to me.   Back to pushing my boundaries and making me cringe - in many of the discussions here at KMUTT, we try to be sensible by looking concepts along a continuum with two polar ends....

My readings this week focused on culture and English language teaching.  It is interesting to note that though scholars (e.g. Liddicoat, Byram) have argued for the value of incorporating cultural lessons in the English classroom, successful implementation has yet to come.  This assumption, however, is made based on researches published about this topic.  This expansion of the 'content' of the English classroom to include cultural elements is an ongoing process for about two decades now.  Despite that, the concurrent teaching of language and culture still seem elusive. Stakeholders are trying to change the ideology of language teachers and learners.  Such efforts can be seen in the European Union's framework for education, where language curricula are developed with culture in mind.  Still, though support from the top may be present, the actual implementation in the language classrooms is still questionable.     Various studies sh...