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.
5. Ethical Implications of English as a Global Language
The
global spread of English has: ·
Created opportunities for global participation. ·
Increased access to
information. ·
But also reinforced global inequalities. Educators must reflect on: ·
Who benefits from English education? ·
Who is left behind? ·
How do global testing systems (e.g., TOEFL,
IELTS) reflect cultural bias? 🌐 Debate prompt:
“Teaching English is a neutral act.” Agree or disagree?
