Equity Matters: A Decade-Long Systematic Review of Strategies for Equity and Justice in English-as-a-Foreign-Language (EFL) Classrooms

Chen Feifei

SAGE Open, 2024, vol. 14, issue 4, 21582440241295820

Abstract: English as a Foreign Language (EFL) teaching holds significant importance in advancing the worldwide efforts towards promoting equity and justice in this transformative age. This study comprises a critical review of the equity and justice-oriented strategies (EJOS) implemented by EFL teachers within classrooms settings. By examining 20 studies published between 2013 and 2022 in Web of Science (WoS) and Scopus databases, four categories of EJOS (equalizing support for all, respecting the diversity of learners, creating a supportive learning climate, and fostering critical awareness for social change) and their varying effects on learners’ cognition, behavior, affection and social identity were identified. Besides, the study highlights challenges and gaps in the realm of EJOS, providing a solid foundation for future research in this domain. Drawing on the findings, this systematic review highlights the theoretical and practical implications for equity and justice-oriented EFL teaching and calls for researchers and social justice advocates to continue exploring effective strategies across diverse educational, national, and socio-cultural contexts to promote equitable education.

Keywords: English as a Foreign Language (EFL) teaching; equity and justice-oriented strategies (EJOS); effects; challenges and gaps; systematic review (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:4:p:21582440241295820

DOI: 10.1177/21582440241295820

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