Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum
Bibliographic record
Abstract
While learning and teaching English as an additional language are lifelong learning processes for both learners and teachers, these two sectors are largely dominated by West-centric linguistic and cultural imperialism, epistemic hegemony, racism, and neoliberalism, which are tied to colonialism and imperialism. In light of this issue, I argue that it is necessary to decolonize and de-imperialize the teaching English to speakers of other languages (TESOL) teacher education curricula to prepare future English as an additional language (EAL) teachers to identify, challenge, and resist the hegemonic elements embedded in EAL education worldwide. I claim that plurilingual pedagogical approaches can be identified as critical pedagogies since they can empower adult EAL learners by resisting linguistic and epistemic imperialism through activation and endorsement of their plurilingual repertoire, diverse knowledge systems, and identities. Drawing on the literature of plurilingualism, decolonization of knowledge production, and curriculum design, this article discusses how plurilingual approaches can be combined with critical and transformative pedagogies in a TESOL curriculum for the purpose of training future EAL teachers to empower their adult EAL learners globally. These curriculum suggestions are relevant to TESOL curricula to illustrate how plurilingualism and decolonizing theory can be put into practice. Alors que l’apprentissage et l’enseignement de l’anglais comme langue additionnelle sont des processus d’apprentissage qui durent toute une vie à la fois pour les apprenants et les enseignants, ces deux secteurs sont largement dominés par un impérialisme linguistique et culturel occidento-centrique, une hégémonie épistémique, le racisme et le néolibéralisme, qui sont liés au colonialisme et à l’impérialisme. À la lumière de ce problème, j’avance qu’il est nécessaire de décoloniser et de désimpérialiser l’enseignement de l’anglais aux locuteurs d’autres langues (TESOL), les programmes d’enseignement pour préparer les futurs enseignants d’anglais langue additionnelle (ALA) à identifier, remettre en question et résister aux éléments hégémoniques enchâssés dans l’enseignement d’ALA partout dans le monde. Je soutiens que les approches pédagogiques plurilingues peuvent être identifiées comme pédagogies critiques puisqu’elles permettent aux apprenants d’ALA de résister à l’impérialisme épistémique par l’activation et la validation de leur répertoire plurilingue, les divers systèmes de connaissance et leurs identités. En s’inspirant de la littérature sur le plurilinguisme, sur la décolonisation de la production de connaissance et sur l’élaboration de programmes, cet article discute de la façon dont les approches plurilingues peuvent être combinées à des pédagogies critiques et transformatives dans un programme de TESOL dans le but de former les futurs enseignants d’ALA afin qu’ils autonomisent leurs apprenants adultes mondialement. Ces suggestions de programmes concernent les programmes de TESOL pour illustrer comment le plurilinguisme et la théorie de la décolonisation peuvent être mis en œuvre.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.004 | 0.008 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".