Pedagogical Strategies to Cope with the Post-Truth Phenomenon in UK University English Language Classrooms
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Abstract
The rise of post-truth has transformed the landscape of education, particularly in higher education, where a strong emphasis on free expression can sometimes overshadow the pursuit of deeper understandings. One area where this is especially true is language teaching, where culturally loaded subjective opinions often trump objective facts. This is particularly evident in language learning courses that seek to improve both language proficiency and critical thinking. However, limited research within the language-teaching field has focused on this emerging issue, leaving gaps in our understanding of language teachers’ perceptions and coping strategies on how to deal with the impact of a post-truth world. Accordingly, this study employs thematic analysis to shed light on the impact of post-truth on language education from the perspectives of two in-service English language teachers at universities in the UK. Through in-depth interviews with the teachers, the research provides insights into how they respond to the challenges posed by post-truth in their classrooms. The findings highlight the teachers’ roles when helping students navigate the complexities of truths and perspectives in the post-truth era. Findings also emphasize the importance of fostering critical thinking skills while striking a balance between evaluating information and respecting diverse viewpoints. Overall, this research explores some practical strategies used by UK university English language teachers when addressing post-truth challenges, and thus contributes to the growing body of knowledge in English language education in the post-truth era, especially those works that seek to equip educators with ways to navigate this evolving educational landscape.
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