Unit 13 explores the ethical dimensions of language education in a globalized world, where teaching practices intersect with cultural diversity, historical power imbalances, and global inequality. It examines the responsibilities of language educators working in postcolonial and multilingual contexts, emphasizing the importance of respecting language rights and promoting linguistic justice. The unit also critically engages with the global dominance of English, questioning its sociopolitical impact and the potential marginalization of local languages and identities. Additionally, it introduces the emerging intersection between education and environmental ethics, encouraging educators to consider sustainability as part of their global ethical responsibility.
3. Ethics of Teaching English in Postcolonial Contexts
In
many regions, English was introduced through colonial conquest. Teaching
it today requires reflection on: ·
Whether English perpetuates former hierarchies. ·
How to validate local languages and knowledges
alongside English. ·
How to position English not as superior, but as
one tool among many. 📚 Discussion: Should
English be required in national curricula where indigenous or heritage
languages are endangered? 💡 Key point: Ethical
language educators promote multilingualism, not linguistic replacement.
