The discourse of language learning strategies: towards an inclusive approach

ABSTRACT

This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic imperialism theory and post-colonial education's responses to allegations therein: multicultural education theory, critical race theory, and technological egalitarianism. This section also highlights the difference between formal and informal learning in order to validate multiple learning strategies. Section two of this paper then analyses two prominent works by Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa. 2013. Language learning strategies: What every teacher should know. South Melbourne: Heinle Cengage Learning]. This section suggests that even though Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa] made attempts to incorporate diverse voices into language learning strategy theory, her efforts in turn potentiate those who already have access to education. Finally, the concluding section postulates five principles for including marginalized voices in the discourse of language learning strategies in order to propose contextualized definitions: (1) incorporate non-extractive research among the marginalized, (2) document local knowledges and practices in marginalized communities, (3) confront one's own identity of privilege before, during, and after research, (4) allow those on the margins to define learning strategies, and (5) develop diversity within TESOL.

KEYWORDS:

• Education policy
• curriculum and instruction
• inclusive education
• poverty and education
• social theory

Notes on contributor

Alexander H. Jones is the assistant director for the Human Needs and Global Resources program at Wheaton College, an academic certificate programme that integrates multidisciplinary coursework, a six-month internship, and whole-person formation through experiential education.

Notes

1. TESOL refers to the broader discipline of teaching English. Throughout this paper, two other terms are used. English as a Second Language, or ESL, refers to teaching English in a context where English is the predominant language (e.g. United States, UK, Australia). English as a Foreign Language, or EFL, refers to those contexts where English is not the predominant language. That English is, to some, a lingua franca complicates these definitions, but they do serve as general guidelines for this paper.