Proceedings of the 8th International Academic Conference on Education
Year: 2024
DOI:
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Investigating Incorporating Resistance and Empowerment-Oriented Pedagogies into Teaching English as a Foreign Language in the Palestinian Context
Haya Fayyad Abuhussein
ABSTRACT:
Teaching English as a foreign language (TEFL) has a significant position in creating better global understanding and intercultural communication among different nations and cultures. In the Palestinian context, Palestinians have been suffering from political unrest and oppression under Israeli occupation since 1948, and since then they have been struggling to create bridges of understanding with the world for better understanding of their cause. In such political and social condition, TEFL has a paramount significance as a tool for resistance, empowerment, and resilience. In this regard, this research comes to investigate how incorporating resistance and empowerment-oriented pedagogies into TEFL can serve as a vital tool for identity affirmation, preserving national culture, and fostering resistance against occupation’s systematic oppressive practices. To answer the study questions, the qualitative approach was adopted; the researcher conducted semi-structured interviews with a group of (8) EFL instructors at Birzeit University. The interview questions delve into the pedagogical approaches that can address the national needs and aspirations of EFL students at Palestinian universities and to which extent they are being addressed by EFL teachers. They also investigated the challenges and opportunities associated with this approach and its impact on students’ language proficiency and their socio-political awareness. The findings show strong tendency towards applying these pedagogies, yet emaciated and weak educational practices inside TEFL classrooms. In the light of these findings, this study recommends several educational and pedagogical procedures for future consideration.
keywords: TEFL; Resistance and Empowerment Pedagogies, the Palestinian Context