RECONCEPTUALIZING ENGLISH LANGUAGE TEACHING: TOWARD AN INTEGRATED PERSPECTIVE ON INTERTEXTUALITY AND DECONSTRUCTIVISM
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Keywords
Abstract
English Language Teaching has undergone remarkable transformations in response to historical developments and evolving societal needs. ELT incorporates diverse methodological and theoretical approaches to address the demands of different eras. Initially, ELT was widely influenced by Latin and Greek impacts, thereby leading to the advancement of classical methods such as Grammar Translation Method and the Direct Method, both highlighting memory induced activities and translation instead of meaningful language production. With industrialization and technological improvements, language teaching started to reflect societal changes. Societal changes, improvements and transformations paved the way for the development of new models by deconstructing previous models. Further, humanistic approaches incorporating Communicative Language Teaching, Community Language Learning, Silent Way, and Desuggestopedia emerged to improve learning process in a meaning-oriented way. These transformations necessiated a pedagogical shift placing critical literacies at the center of language teaching in ELT settings. By shedding light onto theoretical developments in ELT, this study seeks for a novel approach positioning learners as active agents while constructing and interpreting language by means of critical engagement. In such a dynamic era, there is a need to transform educational settings for the better situations in which learners interact with each other by means of critical tasks and productions. Critical literacies will be enhanced by means of novel approaches employed in English Language Teaching contexts, which is a route to attain the needs of the dynamic era. This study abridges the gap between practice and theory by enlightening theoretical aspects of deconstructivism and intertextuality in EFL classes. With these theoretical bases, ELT settings will be spiced up with novel approaches and techniques utilized in practice. This study is of importance to enlighten stakeholders concerning instructional value of deconstructivism and intertextuality within the ELT framework.
Keywords
Intertextuality, deconstructivism, critical theory, English language teaching.