Humanizing TESOL Curriculum for Diverse Adult ESL Learners in the Age of Globalization

By Majid Al-Amri.

Published by The Humanities Collection

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Article: Print $US10.00
Article: Electronic $US5.00

In the age of globalization, TESOL Curriculum has become more humanizing since it can be perceived as a way of providing diverse learners a source from which they can construct and re-construct new ideas and experiences in a second language, forming a base of resources which learners will draw on to trouble their knowledge/common sense and produce the target language themselves. As a result, ESL teaching involves hard work for adult learners who usually come from different social, cultural and economic backgrounds, as well as teachers who have to be reflective, flexible and sensitive to their students’ different needs and previous experiences which second language learners have acquired in their homes and communities and cannot be dismissed in the process of teaching the target language. However, to discuss this recent humanizing trend in TESOL education, four types of TESOL curriculum will be reviewed. They are empiricist TESOL Curriculum, cognitive TESOL Curriculum, sociocultural TESOL Curriculum and Neo-Vygotskian TESOL Curriculum which is based on Neo-Vygotskian perceptions for humanizing the teaching of diverse adult ESL learners and transforming the ESL classroom into a community in which its members attempt to understand and empower each other by troubling their knowledge and common sense. The paper concludes that TESOL Curriculum is still dominated by different contextual factors which move it into a particular direction.

Keywords: Diversity, ESL Adult Learners, Humanizing TESOL Curriculum

International Journal of the Humanities, Volume 8, Issue 8, pp.103-112. Article: Print (Spiral Bound). Article: Electronic (PDF File; 601.478KB).

Dr. Majid Al-Amri

Assistan Professor, English Language Center, Yanbu Industrial College, Yanbu, Saudi Arabia

I received a Ph.D. in Curriculum and Instruction from New Mexico State University, Las Cruces, USA (2008), an MA in Applied Linguistics from the University of Essex, Colchester, UK (2000), and a B.A. in English and Education (1999) from King Abdulaiz University, Saudi Arabia. I am currently teaching ESL at Yanbu Industrial College, Saudi Arabia. My research interests lie in the area of second language teaching and learning, language education, and educational learning technologies. I also have a particular interest in the human and social justice in education, particularly TESOL education. I presented a paper entitled Corporate Takeover of Education: A Case Analysis Study, in the MECA Therapies Border Walking Conference, Las Cruces, New Mexico, USA (October 12, 2007), and my PhD dissertation was entitled: A Phenomenological Study of English Language Teaching and Learning, Literacy, and Technology in a Borderlands Community College.

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