İngilizceyi Çoğul Merkezli Bir Dil Olarak Öğretmek: TEIL, Dünya İngilizceleri ve Eleştirel Pedagojiden İçgörüler

İngiliz dili, yöntem sonrası dönemde aktif bir rol üstlenmiş ve artık İngilizceyi yabancı veya ikinci dil olarak öğretmenin doğası, kapsamına çeşitli kritik bileşenleri dahil edecek şekilde değiştirilmiştir. Örnek vermek gerekirse, uluslararası bir dil olarak İngilizce öğretimi, dünya İngilizceleri ve eleştirel pedagoji kavramları İngilizce öğretiminde çok önemli bir rol oynamaya başlamıştır. Bu bağlamda, ikinci dil öğretiminde bu kavramların geliştirilmiş ve kritik rolleri göz önünde bulundurularak uluslararası bir dil olarak İngilizce öğretiminin kavramsal alanları, dünya İngilizceleri ve eleştirel pedagoji bu kavramsal belgede ana hatlarıyla verilmektedir. Bu doğrultuda kuram sentezi yaklaşımı benimsenmiş ve yöntem sonrası dönemde İngilizce öğretimine yeni bir soluk verilerek bu kavramlarla ilgili mevcut literatüre katkı sağlanması amaçlanmıştır. Bu amaca paralel olarak, kavramlar ilk olarak İngilizce öğretimi çerçevesinde tartışılmış ve İngilizcenin yabancı dil veya ikinci dil olarak öğretiminin post-metot bir yolunu göstermek için makro stratejik bir çerçeve oluşturulmuştur.

Anahtar Kelimeler:

Uluslararası bir dil olarak İngilizce öğretimi, dünya İngilizceleri, eleştirel pedagoji, teori sentezi, Teaching English as an international language, world Englishes, critical pedagogy, theory synthesis

Teaching English as a Pluricentric Language: Insights from TEIL, World Englishes and Critical Pedagogy

The English language has taken an active role in the post-method era, and now the nature of teaching English as a foreign or second language has been altered to incorporate a variety of critical constituents within its scope. To exemplify, the concepts of teaching English as an international language, world Englishes, and critical pedagogy have started to play a crucial part in teaching English. In this connection, considering the enhanced and critical roles of these concepts in L2 teaching, the conceptual domains of teaching English as an international language, world Englishes, and critical pedagogy are outlined in the present conceptual paper. Accordingly, the approach of theory synthesis was adopted, and it was aimed to contribute to the existing literature on these concepts by giving a new impulse to teaching English in the post-method era. In parallel with this purpose, the concepts were first discussed within the framework of English language teaching, and a macro strategic framework was instanced to demonstrate a post-method way of teaching English as a foreign or second language.

Keywords:

Uluslararası bir dil olarak İngilizce öğretimi, dünya İngilizceleri, eleştirel pedagoji, teori sentezi, Teaching English as an international language, world Englishes, critical pedagogy, theory synthesis,

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