ABSTRACT

Nurturing critically engaged and reflective English language teachers is vital if the educational systems they work in are to change dynamically in response to learners’ evolving needs. Given that criticality involves constant reflexive questioning of both public discourse and one’s own beliefs and assumptions, teacher educators have a responsibility to model criticality in their own practices, through challenging their own thinking as well as the thinking of their mentees. This consideration is at the heart of our response to an article published recently in the journal Changing English. The article in question powerfully advocates criticality in respect of English language teaching in Oman, but the research it is based on appears to lack critical reflexivity in some respects. After dissecting this issue, we offer some concluding thoughts.

摘要

如果他们工作的教育系统要动态变化以响应学习者不断变化的需求，那么培养批判性参与和反思的英语语言教师至关重要。鉴于批判性涉及对公共话语以及个人信仰和假设的不断反思性质疑，教师教育工作者有责任通过挑战自己的思维以及学员的思维，在他们自己的实践中塑造批判性。这一考虑是我们对最近发表在《改变英语》杂志上的一篇文章的回应的核心. 这篇文章大力提倡阿曼英语教学的批判性，但它所基于的研究似乎在某些方面缺乏批判性反思。在剖析了这个问题之后，我们提出了一些总结性的想法。