An Exploration of Place-Based TESOL

Challenging the notion that classrooms are the ideal settings for teaching English to speakers of other languages, this study examines postmodern pedagogies that blend classroom learning with community engagement. Analyzing reflections from 15 participants, it reveals the limitations of traditional classroom dynamics on learner agency. The study advocates for transforming English classrooms into spaces for critical reflection on social issues, promoting participative learning as students engage with local English-speaking communities to find solutions.