Abstract

This study problematizes English language teaching departments (ELT) in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey’s political regimes that have reinforced both nation-state ideology and Anglo-American neoliberal policies. The English language has also been reified as a gateway to westernization and globalization under the feeling of urgency and fear of falling behind. Therefore, the spread of English has been allowed in almost all spheres of life even if neglecting local, national and international languages has violated linguistic human rights. This paper proposes that the dominance of English can be deconstructed by including radical pedagogy and the history of British colonialism and neoliberalism into the curriculum and by prioritizing linguistic human rights to allow more space for the survival of other languages.

摘要

这项研究对土耳其的英语教学部门 (ELT) 提出了问题，这些部门忽视了激进教学法、英国殖民主义历史和新自由主义在课程中的重要性，因为东方主义、西方主义和新自由主义话语导致土耳其 ELT 中的批判性话语被排除在外. 因此，一些课程主题缺失的可能原因呈现出一个复杂的结构问题。ELT 部门的排斥做法可以归因于土耳其的政治体制，这些体制强化了民族国家意识形态和英美新自由主义政策。在紧迫感和害怕落后的情况下，英语也被具体化为通往西化和全球化的门户。所以，尽管忽视当地、国家和国际语言侵犯了语言人权，但几乎所有生活领域都允许英语传播。本文提出，通过将激进的教学法和英国殖民主义和新自由主义的历史纳入课程，并通过优先考虑语言人权，为其他语言的生存留出更多空间，可以解构英语的主导地位。