This research report explores the ways in which English as a Foreign Language
(EFL) students and an EFL teacher position themselves in relation to the themes of
‘local’ materials as well as to the ‘global’ EFL pedagogy in a local South African
classroom. This research was undertaken to investigate the relevance of local
constructions of culture and identity within broader global EFL discourses and
classroom practices.
The research was conducted at International House Johannesburg, an affiliate
member school of a British-based EFL organisation, and focused on a group of
‘foreign’ adult students from non-English speaking African countries. The 16 page
module of materials entitled Customs in our Time, was designed by the researcher,
and attempted to create a space for the local by incorporating texts about customs
and rituals practised in certain African countries. The overall design of the study is
qualitative and draws on aspects of an ethnographic methodology. Spoken
interaction in the classroom, as well as transcripts of interviews with the twelve
participants involved, are the focus of this analysis.
I draw on the work of Canagarajah (2005) and Pennycook (1994) in situating this
research in broader sociohistorical context. I also utilise post-structuralist theory to
conceptualise the key constructs of this research: language, culture and identity
(Weedon, 1987). Of particular relevance to this study is the post-structuralist notion
of positioning in understanding the subjectivities of the research participants (Davies
& Harré, 1990). In analysing the data, I demonstrate that there are multiple, diverse
and contradictory identity positions circulating in the local classroom space. I argue
that the dominant EFL pedagogy works to negate the hybridity of this space and in
doing so strips the communicative context of it authenticity. The research thus
argues that an acknowledgment of the multiple voices and positions of the students
and teacher in the local classroom space is essential for the creation of a more
ethical and productive pedagogy: a localized pedagogy.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/5930 |
| Date | 08 January 2009 |
| Creators | Harris, Nicola |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf |
Page generated in 0.002 seconds