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Language and Power 2.2

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As can directly be seen, the implication of this has for critical pedagogy and critical multiculturalism is one in which these students are oftentimes understood or viewed in terms of the “untouchables” (Pennycook, 2004). Whereas it is oftentimes not the race, gender, or culture of the ESL student that encourages certain educators to make this assessment, the impact of lack of desire, lack of passion, or lack of interest in teaching these individuals necessarily takes away from the broader overall benefit that these students may have from educators that were fascinated by and interested in teaching to ESL students.Another implication with respect to critical pedagogy that has been represented during the course of module to is with respect to what Sung and Pederson represented within their chapter concerning cultural teaching. As such, the authors indicate that there is a direct need to shift away from a cultureless interpretation of education and towards one that understands and takes into account the unique cultural origin and dynamic of the students represented within a given court classroom. Naturally, with respect to the impact that this has upon multiculturalism, it is also necessary factor into account the reasonable expectation that a more and more multicultural world will represent an increasing number of minorities; and ultimately less ethnic or cultural similarity. Accordingly, the educator will find it necessary to change or alter the approach toward the subject matter based upon cultural homogeneity is that might be reflected within the course. Nevertheless, certain aspects of education, as Sung and Pederson denote, do not need to be altered merely as a function of the ethnic or cultural origin of a large percentage of students represented within the classroom. More specifically, the approach that these authors take is one that places a premium upon the understanding that ESL is oftentimes taught in certain regions of Southeast Asia – parts of the world in which cultural homogeneity is perhaps greater as compared to the Western world (Sung & Pedersen, 2012).One particular difficulty that is represented time and time again throughout the readings included within module two is the fact that politics and language have a certain level of incestuous relations. Essentially, authors such as Clark and Ivanic stressed
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