Key Moments
Decolonizing English Language Teaching and Learning: Accepting a Diversity of “Englishes”
MIT OpenCourseWareKey Moments
Decolonizing English teaching: embracing diverse Englishes, cultural exchange, and accessible learning.
Key Insights
English language teaching should detach from North American and British cultural values, focusing instead on learner needs and respecting native languages.
A diversity of 'Englishes' should be accepted and celebrated, moving beyond a monolithic standard.
Technology plays a crucial role in making English learning more accessible and affordable, but human connection and pedagogical depth remain vital.
Learner goals should dictate the type of English and learning approach, whether for higher education, employment, or personal communication.
Decolonizing English involves empowering non-native speakers as educators and fostering cultural exchange between learners and tutors.
Affordability and accessibility of English certification and learning resources are critical for refugees and disadvantaged communities.
INTRODUCTION AND PANEL OVERVIEW
The panel, organized by the MIT Refugee Action Hub (ReAct), Normal, Karam Foundation, and Paper Airplanes, addresses the critical theme of decolonizing English language teaching and learning. Centered on the question of how to teach English without imposing North American and British cultural values and pedagogies, the discussion emphasizes the need for accessible, relevant courses that respect and celebrate learners' native languages and cultures. The goal is to move away from linguistic imperialism often present in traditional English language teaching (ELT) methods and embrace the diversity of 'Englishes'.
PERSONAL EXPERIENCES AND THE POWER OF ENGLISH
Graduates Omar Garebo and Mohammad Nour Massri shared their transformative experiences. Omar, initially struggling with basic English, improved significantly through Paper Airplanes, enabling him to secure a job offer and pursue a Master's degree. Mohammad's English proficiency, enhanced by the same program, led to his acceptance into MIT. Both highlighted English as a gateway to global communication, new opportunities, and freedom from restrictive regimes, underscoring its importance as a tool for personal and academic advancement.
DECOLONIZING APPROACHES AT PAPER AIRPLANES AND CNIE
Christina Peebles from Paper Airplanes explained their program's decolonization strategy through cultural exchange and by discussing grammar's role in expressing ownership and colonization. Mary Ritter from the Collaborative for New Immigrant Education (CNIE) at NYU focused on offering tuition-free advanced English courses to asylees and refugees in New York, emphasizing a community-collaborative approach. CNIE works directly with communities and integrates support services from social work students, adapting their offerings based on learner needs, particularly at advanced levels.
TECHNOLOGY'S ROLE AND ACCESSIBILITY THROUGH DUOLINGO
Mikhailo Zakryzhevskyy from Duolingo discussed the app's commitment to free, fun, and effective language learning. Duolingo offers 23 English courses and aims to align with CEFR standards. Mikhailo shared a personal connection, noting his mother in Ukraine uses the English from Russian course. He highlighted technology's growing importance in education, enabling individualized learning and feedback, though stressing it complements, not replaces, human teachers in contextualizing learning.
COMMUNICATIVE DIALOGUE AND EMPOWERMENT WITH MOSAIC AND NATAKALLAM
Miki Aristorenas of Mosaik described their dialogue-driven English courses for refugee youth in the Middle East, using student-generated materials to ensure relevance and combat teacher-centric or Western-centric approaches. Aline Sara from Na'Takallam explained their social enterprise model, which empowers refugees to earn income by teaching their languages (Arabic, Persian, Spanish, French, etc.) to an English-speaking audience. This approach flips the narrative, using language teaching as a means for livelihood and human connection, fostering bridges and stories.
ACCEPTING DIVERSITY AND SETTING LEARNER GOALS
The panel agreed that no single variety of English should be exclusively taught. Christina emphasized clarity on student intent, suggesting organizations should identify their unique fit and refer students to partners if needed. Miki added that the evolution of English language learning should relate to the human experience and meaningful learning, moving away from didactic models towards dialogue. Mary highlighted the surprise discovery that advanced levels of English were a significant need for their learners, emphasizing the importance of actively listening to and responding to community demands.
THE FUTURE OF ENGLISH LANGUAGE TEACHING
The future of ELT is seen as increasingly technology-enhanced, reducing costs and improving accessibility through platforms connecting learners with speakers. However, the panel cautioned against a potential loss of depth and the irreplaceable value of human connection, friendship, and cultural bridging that language learning fosters. The importance of preserving livelihoods for linguists and teachers in the face of automation was also raised, alongside the acknowledgment of English's dominant global role and the need to uplift other languages simultaneously.
ADDRESSING THE CERTIFICATION INDUSTRY AND 'NATIVE SPEAKER' MYTH
The cost and accessibility of English certifications like TOEFL and Cambridge exams were discussed, with Duolingo's DET offering a more affordable alternative. Challenges faced by refugees in obtaining traditional certifications due to identification and travel issues were highlighted. The myth of the 'native speaker' as the sole authority in teaching was challenged; the panel advocated for empowering non-native speakers and refugees as educators, shifting the mindset towards peer learning and growth, and appreciating the etymological diversity of English.
ENGLISH AS A COMMODITY AND SUPPORT FOR DISADVANTAGED CONTEXTS
In socio-economically disadvantaged contexts, English proficiency is a commodity, often secondary to basic needs. Organizations can help by offering free or low-cost tuition and comprehensive 'wrap-around' services. Treating students as whole human beings, addressing their housing, transportation, and mental health needs, and fostering community support can significantly enhance their learning journey and overall well-being, demonstrating that holistic support is revelatory in making a difference.
RETHINKING STANDARDIZED TESTING AND PROFICIENCY MEASUREMENT
The panel considered alternatives to biased standardized tests, with a discussion on portfolios versus teaching to the test. While some contexts move away from traditional tests, it was argued that for refugees and individuals from conflict zones, standardized tests like SAT and TOEFL can be crucial for standing out and validating their skills against a national high school diploma. This perspective highlights the complex, dual role of these tests: potentially a barrier in some contexts, but a crucial enabler in others, underscoring the idea of 'horses for courses' in assessment.
Mentioned in This Episode
●Software & Apps
●Organizations
●Concepts
●People Referenced
Common Questions
It means teaching English in a way that separates it from specific cultural values (like North American or British), avoids linguistic imperialism, and respects and celebrates learners' native languages and cultures. The goal is to make English accessible and useful without imposing foreign cultural norms.
Topics
Mentioned in this video
Assistant Professor at NYU's School of Professional Studies English Language Institute and from the Collaborative. Discussed the need for advanced English classes for immigrants.
A historical conqueror who encountered the philosopher Dionysius.
Executive Director and co-founder of Normal and co-host of the migration summit.
Curriculum designer at Duolingo, discussing the app's mission and features.
Director of Education Transformation and Impact at Cambridge Assessment English, moderator of the panel.
Graduate of the Paper Airplanes program, who improved his English significantly and gained a job offer and admission to a Master's program.
Graduate of the Paper Airplanes English program, who improved his English speaking and writing and gained admission to MIT.
An organization that collaborates with NYU on community initiatives.
A social enterprise that leverages language and the digital economy to provide livelihoods for displaced persons and refugees.
An organization that provides standardized tests, mentioned as an alternative to Cambridge and Duolingo.
Organizer of the Migration Summit.
Organization co-founded by Lorraine Charles, involved in the migration summit.
Organizer of the Migration Summit.
Organization involved in the Migration Summit and providing English language programs for conflict-affected individuals.
Organization where Dr. Hanan Khalifa is Director of Education Transformation and Impact. Also mentioned regarding teacher qualifications and learner exams.
Where Hanan Khalifa had her first job as an English language teacher.
The educational department within NYU that houses the English Language Institute.
Where the head of the Arabic department partnered with NaTakallam for tutor training.
Organizer of the Migration Summit.
University where Mary Ritter works and where the Collaborative for New Immigrant Education is housed.
a school within NYU that collaborates with the English Language Institute.
Provides dialogue-driven English language courses for university-age refugee youth.
Organization working with NaTakallam on training for Spanish tutors.
A country that has implemented over-testing, as mentioned by a panelist.
A country where Mosaic Education primarily works.
A country where refugees in Mosaic Education's first cohort were from.
A country from which refugees joined NaTakallam to teach Dari and Farsi.
Country where Recode originated and provided training for refugees.
Omar's country of origin, from which he moved to Turkey.
Country where Omar moved from Syria.
A country where Mihailo's mother is located and affected by conflict.
A country where Mosaic Education primarily works, and where NaTakallam was born from the Syrian refugee crisis.
A country from which refugees joined NaTakallam to teach Persian.
A country where refugees in Mosaic Education's first cohort were from.
Region associated with Syrian dialect of Arabic taught by NaTakallam.
A country considering over-testing, as mentioned by a panelist.
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