Critical Pedagogy in Language Teaching

Crookes, Graham

doi:10.1002/9781405198431.wbeal0284.pub2

Cited by 4 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…4. ADS and 'cultural differences' Since Kaplan's (1966) famous 'doodle' article positing the influence of 'cultural thought patterns' on ESL students' academic writing, researchers have debated how ostensibly 'cultural' factors shape orientations towards features of academic discourse such as text organization (e.g., Chien, 2011;Li, 2014), source attribution (e.g., Li & Flowerdew, 2019;Pecorari & Petríc, 2014), critical thinking (e.g., Tian & Low, 2011), critical literacy (e.g., Crookes, 2021), and peer feedback (e.g. Hu, 2019;Yu & Lee, 2016).…”

Section: Methodological Issuesmentioning

confidence: 99%

Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

Friedman

2021

Lang. Teach.

View full text Add to dashboard Cite

In this paper, I argue for expanding language socialization research on the academic discourse socialization of speakers of English as an additional language to less-commonly researched settings outside of English-dominant countries. Following an overview of some theoretical and methodological issues involved in conducting such research, I lay out a research agenda, focusing on several topics and issues that have the potential to illuminate issues of interest in both language socialization and second language acquisition regarding how competence and community are defined in a globalized, multilingual world. These include: (a) closer investigation of presumed ‘cultural differences’ between ‘Western’ and ‘Asian’ academic discourse practices, (b) the effect of social categories such as ethnicity and ‘nonnative speaker’ status on the construction of ‘expert’ and ‘novice’ identities in these settings, (c) the role of socializing agents outside of the classroom, and (d) the extent to which students in these settings are being socialized into practices and ideologies that promote multicompetence.

show abstract

Section: Methodological Issuesmentioning

confidence: 99%

Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

Friedman

2021

Lang. Teach.

View full text Add to dashboard Cite

show abstract

“…[26] (p. 114) Although many researchers have been for some time already bringing about these issues with a certain frequency, it is plausible to affirm that a more intense dialogue between language education/teaching and critical pedagogy, its premises, and practical implications, is a fairly recent initiative. Crookes [15] (p. 1) sheds some light on the importance of this dialogue, arguing that "critical pedagogy in language teaching is a perspective in language curriculum theory and instructional practice that supports and advances teaching and the study of languages in ways that would promote social justice." Aligned with that premise, Akbari [35] criticizes this persistent gap in language learning and teaching arguing that the great majority of the discussion so far has been limited to CP's theoretical bases and intentions and very little has been done to really connect CP with the language classroom universe.…”

Section: Critical Pedagogy the Global Spread Of English And Eltmentioning

confidence: 99%

“…Due to the great potential and development of ELT, a significant number of English teachers, native and non-native, are being formally educated, especially in the so-called periphery countries, where these professionals get their degrees not only at the tertiary level, but also in innumerous programs offered by hundreds of language centers spread around the globe. Although ELT's remarkable expansion and structure seem to be founded in an environment of apparent neutrality, several authors like Crookes [14,15], Jordão and Marques [16], Kumaravadivelu [17,18], Phillipson [19][20][21], Pennycook [22][23][24], Rajagopalan [25][26][27], Siqueira [28,29], among others, are critical of that enterprise for its being basically oriented by a sense of domination. Phillipson [19], for example, has continually called our attention to the way the ELT industry has been contributing to the global diffusion of English in a neutral, acritical, and apolitical manner, which, according to him, has been conducted as a monumental effort to impose an imperialist agenda.…”

Section: Introductionmentioning

confidence: 99%

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

Siqueira

2021

Education Sciences

View full text Add to dashboard Cite

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.

show abstract

Putting local on the MAP: A model for engaging foreign language students with local cultures

Klimanova

Hellmich

2020

Foreign Language Annals

View full text Add to dashboard Cite

Culture in the teaching and learning of foreign languages tends to be stereotypical and monolithic, marginalizing the diversity of local cultures and practices and resulting in a monocultural and monolingual bias. Expanding on the ACTFL Cultures and Comparisons Standards, the current article presents the MAPS model for Exploring Local Cultures aimed at engaging students with local products, practices, and perspectives through the creation, exchange, and analysis of digital artifacts of local cultures. The article demonstrates how a complex pedagogical model can be constructed from existing research and theory as well as how to implement it: in addition to presenting the model and its underlying literature, the article details its implementation in two classes.

show abstract

Critical Pedagogy in Language Teaching

Cited by 4 publications

References 22 publications

Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

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

Putting local on the MAP: A model for engaging foreign language students with local cultures

Contact Info

Product

Resources

About