Critical content and cultural knowledge for teachers of English to speakers of other languages

Abstract

There is an ongoing debate in the area of teaching English to speakers of other languages (TESOL) about what should constitute the knowledge base of language teachers. This article offers an analysis of the major opposing views in the debate and suggests an alternative critical approach to language teacher knowledge. While recognising various types of teacher knowledge, the author focuses on two types: content and cultural knowledge. The author argues that content knowledge should be informed by critical pedagogy and that cultural knowledge needs to include more than mere factual information about ways of life in other countries. Cultural knowledge needs to be informed by a deep sense of commitment on the part of the TESOL teacher to understanding his/her students’ social and cultural contexts and how these shape their approach to learning and attitudes to English as a second or foreign language.