Current ‘Shifts’ in English Language Teaching

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Published: Jan 31, 2024

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Roby Marlina
SEAMEO-RELC

Abstract

In this article, I offer my observations of the epistemological shifts that have taken place in the TESOL discipline as a result of the inexorable forces of globalisation. Specifically, the article highlights how the multicultural, multilingual, and multimodal nature of communication in the 21st century has disrupted various assumptions on how English is conceptualised, learned, and taught, prompting a shift in disciplinary discourses from a modernist to postmodernist orientation. Readers will gain insights into how the TESOL discipline is increasingly aligning itself with discourses that endorse inclusive plurality, emphasize processes and practices, recognize the role of everyday contexts, promote situated pedagogy, and advocate agency-giving.

Article Details

How to Cite
Marlina, R. (2024). Current ‘Shifts’ in English Language Teaching. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 1–7. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/270368
Issue
Vol. 17 No. 1 (2024): LEARN Journal (January-June)
Section
Academic Articles
Author Biography

Roby Marlina, SEAMEO-RELC

A Senior Language Specialist (Teacher-Educator) with the Training, Research, Assessment and Consultancy Department at SEAMEO-RELC, Singapore. He is also one of the chief editors of the SSCI-indexed RELC journal. He has published widely in the areas of World Englishes curriculum and pedagogy, and intercultural education. His scholarly works have appeared in international peer-reviewed journals; and various edited books, handbooks, and the encyclopaedias on language teaching and teacher-education.

References

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