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SUE TESOL for Indigenous Critical Praxis: Teachers' Construction of an Alternative to Method
Abstract
In English-Colonized Caribbean and other English-based vernacular-influenced speech settings, the issues faced by practitioners in teaching English are not about whose English but more about which method? This preoccupation with the notion of an appropriate ESL methodology has stifled the growth of teacher-constructed methods. This chapter departs from teachers' call for clichéd ESL/EFL method towards teachers' envisioning and implementation of innovations for targeting, attaining, and sustaining the use of English inside and outside the classroom. The findings are indicating that when these innovations in the use of English are constructed and centered on what schools and students excel in, there is room for the creation of an alternative to method and the growth of an indigenous pedagogy for sustaining the use of English in TESOL in vernacular speech settings.
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