Co‐constructing a critical <scp>ELT</scp> curriculum: A case study in an Indonesian‐based English language teacher education program

Mambu, Joseph Ernest

doi:10.1002/tesj.667

Cited by 8 publications

(13 citation statements)

References 33 publications

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“…In this section, we present the fields of reflection reported by authors regarding English teacher role and education. These works emphasized the responsibilities, challenges, context of pre-service and in-service teachers and their beliefs or ideas about their practice (Aguirre & Ramos, 2011;Basabe, 2019;Crookes, 2021;Cruz, 2018;Derince, 2011;Dewey, 2014;Echeverri-Sucerquia & Pérez, 2014;Fandiño-Parra, 2021;Granados-Beltrán, 2016;Kavenuke & Muthanna, 2021;Kaviani & Heidar, 2020;Khan, 2020;Khatib & Miri, 2016;Linares, 2016;Macías & Hernández -Varona, 2021;Mambu, 2022, Pagliarini & de Assis-Peterson, 1999Pennycook, 1990;Pikhart & Habeb, 2022;Porto, 2021;Quintero, 2019;Raddawi & Troudi, 2018;Safari, 2017;Samacá Bohórquez, 2012;Sánchez, 2014;Shin, 2022;Siqueira, 2017).…”

Section: Analysis On Teacher Role and Educationmentioning

confidence: 99%

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Vanegas Garzón,

Bedoya Ríos

2023

ENLE.JOU

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Critical pedagogies have been researched in many knowledge areas, particularly in social sciences. However, in the field of English language teaching, pedagogical and didactic models that implement critical perspectives are scarce. This review attempts to characterize trends of discussion addressed in the scientific literature on critical pedagogies in the teaching of English from 2011 to February 2023. For this, 55 articles available in Scopus, Eric, and Scielo databases were analysed. Four categories were identified: 1) Critical pedagogical practices in ELT, 2) Analysis on the teacher role and education, 3) Principal concerns which yield the introduction of critical pedagogies to ELT field, and 4) Limitations and challenges for critical pedagogies in ELT. This paper stresses the need to deepen and expand research in the field of ELT around the category of critical pedagogies as a possibility to contribute to the English teaching practices, mainly when included in the teachers’ education processes.

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Section: Analysis On Teacher Role and Educationmentioning

confidence: 99%

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Vanegas Garzón,

Bedoya Ríos

2023

ENLE.JOU

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“…Curriculum functions in education include adaptive, integrative, differentiation, preparatory, selective and diagnostic functions. The curriculum is an important part of education, is a reference for each educational unit, and is the area that has the greatest impact on educational outcomes (Effendi-Hasibuan, 2019;Mambu, 2022;Noviandari, 2020;Setiyo, 2020;Umami, 2018;Wahidmurni, 2019). The curriculum has a strong influence on educational outcomes, both formal and informal, so that the role and function of education is often fulfilled by the national education system (Ahid, 2021;Muhammad, 2022;Najih, 2021;Sujarwanto, 2021;Sulistiyo, 2019;Suprapto, 2021;Supriyoko, 2022;Wijaya, 2023).…”

Section: Introductionmentioning

confidence: 99%

Differences from K-13 Curriculum to Independent Curriculum Based on Teacher Perceptions

Saputri,

Azzahra,

Sari

et al. 2023

pgsd

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The purpose of this study is to explore how teachers perceive the transition from a K-13 curriculum to an independent curriculum. The method used is a descriptive research type qualitative approach. Both students and students' parents and her 4th grade teacher in SD Negri 1 Ganjaran. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. The researchers found that teachers' opinions on the 2013 curriculum changes in SD Negri 1 Ganjaran varied widely. Many teachers rated the changes from the 2013 curriculum to their own curriculum as very positive and made it easier to meet learning objectives. However, no matter how strong the idea of curriculum change is, implementation will be difficult if teachers are not adaptable or prepared. As educators, effective implementation of the curriculum within an educational institution is essential to successfully achieving educational goals.

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“…In Indonesian English language teaching (ELT), CP has been introduced in academia by teacher researchers (e.g. Mambu, 2009;Mambu, 2011;Mambu, 2018;Mambu, 2022a;Mambu, 2022;Puspita & Mambu, 2020) which has purposes not only to develop English language skills but also develop a critical consciousness of injustice (Hawkins & Norton, 2009). Ingrained in Paulo Freire's (1970) book Pedagogy of the Oppressed, CP in language teaching tries to transform the classrooms by basing teaching and learning on "students' local culture", utilizing "L1 as a resource", students' real-life concerns, and making learners aware of issues faced by marginalized groups IJEE (Indonesian Journal of English Education), 10(1), 2023 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i1.31853 P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license (Akbari, 2008, p.278-281).…”

Section: Introductionmentioning

confidence: 99%

“…The program is also successful in helping students to become more critical, tolerant, and socially aware and assisting the teacher to change his teaching practice from a "banking" or transmissive approach to one aligned with a "critical pedagogy" (Freire, 1970). Critical pedagogy is also worthwhile to develop students' critical consciousness (Abednia & Izadinia, 2013;Jeyaraj, 2019;Mambu, 2018;Mambu, 2022a). Recently, Mambu (2022a) has co-constructed a critical ELT curriculum as an attempt to bring CP into life and integrated ELTL with global issues, such as sustainable development goals (SDGs) to foster students' criticality (Mambu, 2022b).…”

Section: Introductionmentioning

confidence: 99%

Exploring Teacher Educators’ Understanding of Critical Pedagogy and Its Implementation in the English Reading Class

Waliyadin

Anasy

Nahartini

2023

IEE Ind. J. Eng. Edu.

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Grounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed that teachers’ understanding of critical pedagogy is not explicitly stated by defining or explaining the notion of critical pedagogy. However, some stages and components of critical pedagogy can be identified, showing that to a certain degree the teachers implement critical pedagogy in their reading classes.ABSTRAKBerdasarkan premis pedagogi kritis Freire (1971) yang menyatakan bahwa pendidikan harus berdampak pada perubahan sosial dan membaca kata-kata harus diikuti dengan membaca dunia, penelitian ini mengeksplorasi pengalaman guru bahasa Inggris yang mengajar membaca bahasa Inggris dengan pendekatan pedagogi kritis. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus sebagai desain penelitian untuk menggali lebih dalam tentang perspektif guru. Data dikumpulkan melalui wawancara mendalam dengan empat dosen dan dianalisis mengikuti analisis tematik Braun dan Clarke (2006). Penelitian ini mengungkapkan bahwa pemahaman guru tentang pedagogi kritis tidak dinyatakan secara eksplisit dengan mendefinisikan atau menjelaskan pengertian pedagogi kritis. Akan tetapi beberapa tahapan dan komponen pedagogi kritis dapat diidentifikasi yang menunjukkan bahwa guru pada taraf tertentu menerapkan pedagogi kritis di kelas membaca.How to Cite: Waliyadin, Anasy, Z., Nahartini, D. (2023). Exploring Teacher Educators’ Understanding of Critical Pedagogy and its Implementation in the English Reading Class. IJEE (Indonesian Journal of English Education), 10(1), 182-206. doi:10.15408/ijee.v10i1.31894

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Co‐constructing a critical ELT curriculum: A case study in an Indonesian‐based English language teacher education program

Cited by 8 publications

References 33 publications

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review

Differences from K-13 Curriculum to Independent Curriculum Based on Teacher Perceptions

Exploring Teacher Educators’ Understanding of Critical Pedagogy and Its Implementation in the English Reading Class

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