Inclusion of Non-native English Literatures in English Textbooks toward Critical and Multicultural Literacy

| September 27, 2014
Inclusion of Non-native English Literatures in English Textbooks toward  Critical and Multicultural Literacy

Keywords: English language teaching, Non-native English literatures, Critical literacy, Multicultural literacy, Postcolonial pedagogy

Kornellie Lorenzo Raquitico
Ateneo de Manila University and Miriam College


Kornellie L. Raquitico earned both her BSE-English and M.A. Ed. in Literature degree from Philippine Normal University. She had taught in Assumption Antipolo for five years, then later on worked at the Ateneo de Manila University from 2010-2014 and at Miriam College from 2011-2014. Currently, she teaches English for Grade 10 at St. John’s Catholic School in BSD City, Indonesia.



The study is to aid in the ongoing writing of new K-12-aligned English textbooks by proving that the inclusion of non-native English literary texts in high school English textbooks can suitably address K-12’s goals. Contrary to how language and literature were integrated in English textbooks before the K-12 implementation, with a qualitative approach, this paper recommends a balanced representation of native and non-native English literary texts for students to (1) be aware of the “Englishes” used across cultures, (2) discover the purpose of the stylistic innovation and appropriation used in some texts, (3) find and accept their “third place” between their native culture and the new culture (Kramsch, 1993, p. 257), and (4) appreciate and respect cultural diversity. Ultimately, it is hoped that through these new textbooks, “the colonized man [would gradually vanish]” (Fanon, 1963) within the teachers and students who were once confined within the colonialist English pedagogy they had all been accustomed to.

See page: 4-23

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Category: Teaching Articles