Our life and work as educators have changed significantly due to the COVID-19 pandemic and other societal and global issues. Such challenges have placed ELT educators into unprecedented times. They must deal with increasing gaps of access and equity in quality education, especially for students from remote areas and from historically under-served student populations. They must also help students cope with pandemic disruptions and combat Coronavirus exhaustion. How can ELT educators integrate critical-thinking through asset-based pedagogical principles to prepare students to overcome challenges and be well prepared for the ever-changing global society and workforce? What role does critical thinking play in shifting the paradigm to asset-based pedagogies, equity-focused curriculum, and instructional materials? What other critical components can further strengthen the approach of LaCTIT? The speaker will engage participants in exploring these questions and challenge the notion that ELT is methods-based, focusing on the need to promote discrete teaching practices and skills that often ignore or marginalize where and for whom instruction takes place.
Short Summary: The speaker will focus on the following questions: How can ELT educators integrate critical-thinking through asset-based pedagogical principles to prepare students to overcome challenges and be well prepared for the ever-changing global society and workforce? What role does critical thinking play in shifting the paradigm to asset-based pedagogies, equity-focused curriculum, and instructional materials? What other critical components can further strengthen the approach of LaCTIT? The speaker will engage participants in exploring these questions and challenge the notion that ELT is methods-based, focusing on the need to promote discrete teaching practices and skills that often ignore or marginalize where and for whom instruction takes place.
