As can directly be seen, te 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). Wereas it is oftentimes not the race, gnder, o culture of the ESL student that encourages certain educators to make this assessment, te impact of lack of desire, lck of passion, o lack of interest in teaching these individuals necessarily takes away from the broader overall benefit that these students may have from educators fascinated by and interested in teaching to ESL students.
Aother 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, te 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. Nturally, wth respect to that this has upon multiculturalism, i is also necessary factor into account the reasonable expectation that a more and more multicultural world will represent an increasing number of minorities; ad ultimately less ethnic or cultural similarity.
Acordingly, te 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. Nvertheless, crtain aspects of education, a Sung and Pederson denote, d not need to be altered merely as a function of the ethnic cultural of a large percentage of students represented within the classroom.
Mre specifically, te 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). Oe 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 of incestuous Esentially, athors such as Clark and Ivanic stressed. ..
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