Reimagining English as An Additional Language: Confronting Inequalities during A Pandemic

Abstract

Even during a global pandemic, a model intensive English program can be achieved through a perceptual shift to English as an Additional Language (EAL) and by empowering both students and teachers through inclusive educational practices that expressly honor their native languages and cultures. However, persistent application of key practices is essential to program success. Native-speakerism, a discriminatory ideology often seen in employment policies, neglects the cultural and linguistic diversity of talented and qualified professional English language teachers around the world. On the other hand, technology and globalization have given rise to educational resources unavailable or too expensive for students in low-income countries, thus open educational resources (OER) have expanded access to quality teaching and learning materials. Additionally, a flipped classroom allows for easy introduction of home languages and cultures and a seamless integration of inclusiveness for students and teachers. These progressive qualities, and the shifts in perspective with which they evolve, necessitate leadership and frequent professional development opportunities. Consequently, Westcliff University (WU) has contended with these issues by creating an online intensive English program called Reimagining English as an Additional Language (REAL).