Latest Developments in ELT Practices

Hari Chandra Kamali, PhD

• Associate Professor at Far Western University
• Country Director of Nepal for International HETL
Association, USA
• Copy Editor for Journal of International and Comparative
Higher Education, USA
• Reviewer for IJRSS (India), IJSTEM (Philippines)
• Presented papers in some Asian and European conferences
• Papers published from America and Europe
• Introduced Nepanglish (2010) and deconstructionist
teacher (2021) in global education
 Two Eras in ELT Development
1. Methods-Led Era
 From 1950s to 1980s
 Audiolingual (1950s) to Communicative
Language Teaching (1980s)
 Rule-governed and procedural
 Teacher dominance
 West-centered
 Hierarchical, etc.
 Post-Methods Era
• From 1990s to date
• Criticism on methods and hegemonic role of English
• Linguistic imperialism (1992) by Robert Phillipson
• Linguicism: “. . . ideologies, structures, and practices
which are used to legitimate, effectuate, and
reproduce an unequal division of power and
resources (both materials and immaterial) between
groups which are defined on the basis of language”.
• Two mechanisms of LI: anglocentricity (language
and culture) and pedagogy (professionalism)
• Pedagogy against method—’’a dynamic interplay
between teachers, learners, and institutional
materials during the process of teaching and
learning” (Brown, 1994)
• Appropriate Methodology and Social Context
(Holliday, 1994)
• Resisting Linguistic Imperialism in English Teaching
(Canagarajah, 1999)
• He identified some specific conflicting issues in ELT
practices:
• learning as a detached cognitive activity vs.
learning as personal
• learning as transcendental vs. learning as situated
• learning process as universal vs. learning as
cultural
• knowledge as value-free vs. knowledge as
ideological
• knowledge as preconstructed vs. knowledge as
negotiated
• learning as instrumental vs. learning as political
 Postmethod Pedagogy by Kumaravadivelu
(2001)
• The formal beginning of the postmethod era
• “I use the term pedagogy in a broad sense to
include not only issues pertaining to
classroom strategies, instructional materials,
curricular objectives, and evaluation
measures, but also a wide range of historical,
political, and sociocultural experiences that
directly or indirectly influence L2 education”.
• three parameters of the postmethod pedagogy:
particularity, practicality, and possibility
• Pedagogy as “an open-ended inquiry” and “a
work in progress”
• Pennycook’s (2001) Critical Applied Linguistics
introduced the concept praxicum (2004)and
focused on “critical pedagogy” leading to praxis
that has potentials for social transformation
• ELT as a critical pedagogy—equality, justice,
inclusiveness, identity, empowerment
 English Medium Instruction (EMI) vs.
Translanguaging
• Translanguaging aims at developing multilingualism
in school contexts and advocates for an integrated
approach to languages
• Languages can reinforce each other and prior
linguistic knowledge is an advantage that can be
used in the classroom (Jasone Cenoz and Durk
Gorter, 2021)
• Translanguaging—multilingualism, multicultural
education, multiple identities, Indigenous
knowledge, etc.
 EMI & Global/World Englishes
• Necessity of EMI, Pennycook (2007):
• English is closely tied to processes of
globalization: a language of threat, desire,
destruction and opportunity.
• English is a translocal language, a language of
fluidity and fixity that moves across, while
becoming embedded in, the materiality of
localities and social relations
• ELT practitioners as a glocalized teacher
 Pedagogical Translanguaging in ELT as
Deconstructive Pedagogy
• Pedagogical Translanguaging (Cenoz & Gorter, 2021)
• “. . . a free play of meanings" in a text, i. e. differance
(Derrida cited in Culler, 1982)
• “. . . a special kind of erotic encounter, a meeting of
teacher and student . . . is a wild and chaotic process,
a struggle that is sometimes joyful, sometimes
painful” . . . "a pedagogical dance" (Pryer cited in Day,
2004)
• ELT practitioners as a deconstructionist teacher
(Kamali, 2016; 2018; 2021)!
Lord Krishna as a Deconstructionist Teacher !

• As a deconstructionist teacher, Lord Krishna in

the Gita advises you to:
thrive for sattvik gyana (pure wisdom; 18:20),
develop sattvik buddhi (pure intellect; 18:30),
do sattvik karma (pure, natural and viable
actions; 18:23) as a sattvik karta (actor without
any attachment with the result of action;
18:26), and become victorious in your pursuits
(18:78).
As a signatory at IDoS 2019, Berlin
Any questions, please !
Email: hckamali2019@gmail.com