Appropriate Methods of ELT in the Current Indo-Bangla Context
DOI:
https://doi.org/10.24113/ijohmn.v11i1.296Keywords:
ELT Methodology, Social Context, Methodological Imperialism, Western and Non-Western Teaching-Learning Cultures, Critical Pedagogy, Educational EquityAbstract
This paper claims that for any ELT methodology to be effective, the social context in which it is utilised must be taken into account since they represent the ideology and politics of the West, which rules the world by upholding Anglo-Saxon standards, establishing norms, and imposing its ideologies on non-Western nations. The classroom techniques and activities or tasks used in ELT methodology are primarily Western in origin and orientation; they promote the Western learning group ideals, learner autonomy, learner centeredness, group work, pair work, role play, simulation, and drama techniques – all of which are foreign to teaching-learning cultures in the periphery. However, this paper chooses to liberate ELT from methodological imperialism and promote critical, non-prescriptive, locally generated, bottom-up methods suitable for the present setting of India and Bangladesh to make ELT methods appropriate to the socio-cultural requirements of learners and teachers.
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