International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Understanding Quality English Language Learning Teaching from the Human Liberation Approach
Dr. Valentin Ekiaka Nzai, Dr. Jenelle Reeves

The No Child Left Behind (NCLB) strategies have been at the center of a debate between advocates and skeptics. From an intercultural learning approach, exposure to the English language deeply shapes the learner’s personal and cultural background. What is learned influences English language learners’ identities and consciousness. Therefore, the natural mission of the English Language Learning (ELL) process should consist of putting learners on the path toward human liberation. This later is in opposition to the subtractive teaching approach that legitimizes ELL students’ acquired identity, while devaluing others and thereby fostering alienated identities. In this review, we looked at the concept of human liberation as a theoretical lens to understand the meaning of quality ELL teaching and its implications for teacher education. From this frame, we outlined some hypothetical ELL quality teaching ranges and standards.

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