Digital Object Identifierhttps://doi.org/10.66376/criterion.v17.n5.9
https://orcid.org/0009-0007-6544-439XTo rethink ELT by focusing on environmental problems and creating new values around women’s knowledge systems and AI-assisted learning, we offer the Agro-Ecofeminist Communicative Language Teaching (AEF-CLT) paradigm. We take a qualitative, theory-based methodological approach to developing a context-based model of language learning that foregrounds the role of women farmers as knowledge producers and uses their life stories as authentic resources for teaching critical and sensitive communication. The architecture includes several digital tools: corpus-driven vocabulary and discourse learning systems, speech-to-text software for recording oral knowledge, and AI translation systems that allow access in multiple languages. These intermediaries greatly influence learners’ interactions with language, culture, and technology. We show how AEF-CLT may instantiate cognitive, cultural, and ethical involvement through real classroom implementations. We propose that embedding Indigenous knowledge into AI-based pedagogy can extend sustainability, inclusiveness, and epistemic justice to language learning. This will help uncover new areas for curricular exploration and further enactment in practice.
Bodi, PadmaSri, et al. “Agro-Ecofeminist Communicative Language Teaching: Reimagining ELT through Indigenous Women’s Knowledge Systems.” The Criterion: An International Journal in English, vol. 17, no. 5, Oct. 2026, pp. 113-33, https://doi.org/10.66376/criterion.v17.n5.9.
© 2026 The Author(s). Published by the Research Centre for English Language and Literature (RCELL) under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence.
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