Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English

Abstract

Based on an ethnographic research study involving Brazilian teachers from different educational contexts in the city of Salvador, Brazil, this paper aims to approach and discuss the dialogic relationship between critical pedagogy and language education, within the context of English as a global lingua franca. The main goal of the original work was to investigate how EFL teachers see themselves as language professionals in the contemporary world, how aware they are of the implications related to the condition of English as an international language or a global lingua franca, and to what extent they conceive teaching the language under a critical intercultural pedagogy. Data were generated through a questionnaire, class observation sessions, and video recordings of semi-structured group interviews in which issues like the globality of English, culture teaching, interculturality, and critical (language) pedagogy were approached and debated. Results have shown that participants are aware of the implications of the global status of English and that teaching the language in these current times cannot happen in a neutral and/or uncritical way. It was also revealed that teachers find difficult to systematize the teaching of culture in their EFL classes, as much as it is challenging for them to see themselves as critical intercultural professionals who can engage in critical pedagogy in their specific educational settings.

Introduction to the Special Issue on Critical Language Pedagogy

“…A feminist consciousness then grounds the study of feminist language pedagogy, as presented by Cannizzo [9]. A slight shift of focus, to language itself, takes us to Siqueira's consideration of English as a Lingua Franca [10] (which follows from critical language pedagogy's emphasis on critiquing the content of instruction itself), and somewhat relatedly, Parba's study of the role played by critical vocabulary in critical language teaching [11]. Both Cannizzo and Parba are also very much concerned with the classroom, and this is matched by the two papers focusing on classroom activities under the heading of tasks (Crookes and Ziegler [12]; Farias and da Silva, [13]).…”

Pedagogías críticas para la enseñanza del inglés: una experiencia de formación de maestros en servicio

“…Las apuestas de formación docente con enfoques críticos se han mantenido distanciadas de los espacios de formación de profesores de inglés, pues en estos últimos se ha preferido el enfoque en el desarrollo del nivel de lengua y de las metodologías de los maestros (Crandall, 2000). Sin embargo, recientemente han crecido el interés y la preocupación por descolonizar el campo del English Language Teaching (ELT) o enseñanza del inglés (Fandiño-Parra, 2021;Le Gal, 2018;Siqueira, 2021).…”

Model of Critical Thinking Cycle Based on Pesantren

“…Think critical is something mandatory ability owned by every self-man (Rich and Rich, 2017) because remember condition increasingly social complex and progress technology information, encourage the rush exchange information not yet verified by maximum (Siqueira 2021), not could verified exchange information with maximum could impact to appearance various problem (Smith and Seal, 2021), not ability Public for criticize truth information obtained could impact to problematic social in various aspect life man (Kavenuke and Muthanna, 2021) .…”

“…Tabayyun interpreted with an action taken to look for clarity about essence, truth, and fact thoroughly with full caution. That is, in Islam every man is demanded and encouraged for always behave carefully, no easily digest and take conclusion from every information obtained without more formerly attempt to prove the truth with clear sources (Ma'Arif, 2018) 21st century education must capably answer challenges (Siqueira 2021) for equipping learners with 4 skills or abbreviated as 4C which includes: communication, collaboration, critical thinking and problem solving, creativity and innovation. Abundant information and technology not yet enough for learners to develop ability to think critically for information that is not spread right through social media.…”