Exploring a New Avenue for Language Pedagogy in EFL Classrooms through South-South Dialogue Post-method

استكشاف مسار جديد للتربية اللغوية في فصول تعليم اللغة الإنجليزية كلغة أجنبية من خلال طريقة ما بعد الحوار بين الجنوب العالمي

يقوم العلماء من داخل دول الجنوب العالمي بمناقشة وتحليل وتبادل وجهات نظرهم حول تدريس اللغة الإنجليزية وممارساتها من خلال مفهوم الحوار فيما بينهم؛ وذلك بهدف الاستجابة لعدم المساواة والاضطهاد الاجتماعي في فصول تعليم اللغة، ولقد اعتمد البحث الحالي على المدخل الكيفي (تصميم دراسة الحالة) من أجل تحقيق هدف البحث، كما اعتمد البحث على مقابلات شبه مقيدة للحصول على المعلومات اللازمة للبحث، ويتناول البحث الحالي محادثة مع اثنين من مدرّسي اللغة من دول الجنوب العالمي يعملان في جامعة دوم (اسم مستعار) في المملكة العربية السعودية، ولقد أشارت نتائج البحث إلى أن الحوار بين مدرّسي اللغة من دول الجنوب العالمي هو جهد متعدد المستويات وزاخر بعلاقات اجتماعية - ثقافية وسياسية واقتصادية معقدة من ناحية القوة والمصالح، ولذلك يتعيّن على مدرّسي اللغة أن يبتكرا قراراتهما التربوية في فصولهما الدراسية ويحللانا باستمرار، وذلك لتلبية الاحتياجات الفورية للمتعلمين، ويختتم البحث ببعض الأفكار النهائية والدعوة إلى مزيد من الدراسات التي يمكن أن تكتشف مثل هذا الاستقصاء.

South–South dialogue refers to the collective decentering effort through which scholars from/within the Global South discuss, analyze and share their perspectives on English language teaching and practices, with the intention of responding to inequalities and social oppressions in their everyday language classrooms. The research adopted the qualitative method (the case study design) for fulfilling the research purpose. Through semi-structure interviews, this paper examines the conversations with two language teachers from the Global South working at Doom University (a pseudonym) in Saudi Arabia. The findings suggest that South–South dialogue is a multilayered effort, charged with complex socio-cultural, political and economic relations of power and interests. As such, the two language teachers have to constantly devise and negotiate their classroom pedagogical decisions in order to meet the immediate needs of their learners. This paper concludes with some final reflections and a call for more studies that could explore such a line of inquiry.

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