CATEGORIZING EDUCATION: A CALL INTO QUESTION OF CATEGORIES ASSIGNED TO ENGLISH LANGUAGE LEARNERS, EDUCATORS, LEARNING AND TEACHING PROCESSES
CATEGORIZING EDUCATION: A CALL INTO QUESTION OF CATEGORIES ASSIGNED TO ENGLISH LANGUAGE LEARNERS, EDUCATORS, LEARNING AND TEACHING PROCESSES

Summary/Abstract: When learning or teaching English, language categories or labels are instantly resorted to, and they become intricately intertwined. In every English language classroom, various categories are used to label students with the intent to help them learn and make progress so that they engage in seamless oral or written communication. In this context, this paper is an attempt at revisiting several categories used to describe English learners and their learning styles, but also teachers and their teaching styles. The exploration of the respective categories is carried out in terms of the meaning they bear by nature of their semantics. Ultimately, the paper will consider the extent to which this categorization/labelling helps or hinders learners, teachers, and learning/ teaching processes fulfill their goals and immense potential.

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