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.
9. Conclusion
Unit 13 encourages future
educators to critically reflect on the broader social, political, and
environmental responsibilities embedded in global language teaching. It
challenges the assumption that teaching English is a neutral act, urging
teachers to consider the impact of their pedagogical choices on linguistic
diversity, cultural integrity, and educational equity. By engaging with issues
of linguistic justice, postcolonial critique, and sustainability, educators are
empowered to adopt a more ethical, inclusive, and globally responsible approach
to language education. Ultimately, teaching English becomes not just a
linguistic task, but a profound ethical commitment to fairness, respect, and
global solidarity.
