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This article describes the progress and findings of a research project, organized in the context of a university Masters course in Teaching English as a Foreign Language (TEFL), which aimed at translating the student-teachers' (STs) funds of identity into worthwhile curricular proposals for the English as a Foreign Language (EFL) subject. The first part of the research involved 38 STs in three workshops through which they became aware of their own funds of identity, expanded their own teacher identity, and finally designed curricular proposals that incorporated their funds of identity as valuable pedagogical resources. The second part of the research took place during the two-month practicum that the STs completed in regional high schools, during which period the professional development (if any) that the STs had undergone was collectively and qualitatively assessed in relation to their ability to put into practice their own innovative EFL proposals in real classroom settings.2 Keywords: funds of identity; teacher education; English as a foreign language education; professional development
This article analyses a case of action research collaboratively conducted by a university teacher and 50 students in a master's course in teacher training. Its originality resides in the socio-economic, academic, and conceptual nature of the obstacles encountered in the module; in the meta-theoretical orientation of the action research that was chosen to overcome them; and in how triangulation strategies were devised to compensate for the limitations imposed by the academic framing of the course. In spite of the brevity of the research cycle, both the structure of the course and teacher-student interaction improved rapidly and significantly, as did the latter's trust in the teacher. As a result, important advances in learning also ensued, and the pedagogical potential of this research method was thereby confirmed.
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The prevailing pedagogical orientations of EFL education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013-14, 2014-15, and 2015-16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching.The research was assessed collectively through a variety of qualitative strategies. Results showed that the photovoice workshop created a rich and meaningful context for EFL learning, one which enabled the STs to fully actualize their intellectual potential by producing knowledge collectively, setting thereby a memorable educational example for their own future teaching.Keywords: photovoice; participatory action research; EFL education; pedagogical oppression; intellectual emancipation; critical teacher education Intellectual oppression and pedagogical emancipation in ELTIt was not so much that theories and practices of ELT were developed in Britain (with a strong European influence) and then exported to the Empire, but rather that the Empire became the crucial context of development of ELT, from where theories and practices were often imported into Britain.[…] this has had profound and often pernicious effects on ELT. (Pennycook, 2007, pp. 16-7) The colonial origins of English language teaching (ELT) that Pennycook hypothesizes above may explain a phenomenon that I noticed very early on in the course of my research and lecturing on ELT at the University of X (Spain), when I was struck by the resemblance between the negative educational effects that often oppressed Spanish learners at elementary, secondary and even university levels of English as a Foreign Language (EFL) education, on the one hand, and those which, on the other, encumbered English as a Second Language (ESL) learners (mainly immigrant or minority language users) who attended mainstream classrooms in societies where English was the majority language. Despite the differences existing between the two social and educational contexts pointed above, it seemed to me that in both cases "students' learning opportunities, and ultimately their life potentials, Radically different contexts and causes thus accounted for two kinds of educational oppression, socioeconomic on the one hand, and pedagogical on the other.Yet I believed that their resulting effects in the classroom were comparable, that it only took inadequate pedagogical decisions for EFL teachers to reproduce in their classrooms the same negative educational effects that, in other circumstances, were created by profound socioeconomic factors. Clearly, a failed pedagogical approach universalized educational oppression, to the extent that students who had the chance to connect to education in other school contexts and subjects were forced to feel like foreig...
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