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ERIC Number: EJ837414
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1740-2743
Critical Pedagogy in an EFL Teaching Context: An Ignis Fatuus or an Alternative Approach?
Sadeghi, Sima
Journal for Critical Education Policy Studies, v6 n1 May 2008
Language teaching has, for much of its history, been subject to the heavy "evangelical zeal" of the centers who have exported their theories, methods derived from these, approaches, materials, and books to the developing countries "often with doubtful relevance to the sociological, educational and economic context of the Outer Circle." Second language acquisition theory has prompted methods from the Audio-Lingual Method, through Communicative Language Teaching, to Task-Based Teaching, all of which seem to be effective and authoritative for the classroom. But there are some problems with these approaches; they are to be implemented in EFL situations. First, they view language as "object" or merely focus on "methodology". Second, they often fail to link language with local sociocultural, political and linguistic environment and neglect student's needs, objectives and interest. They are often concerned with the what (grammatical and communicative competence) and how (methodology) of teaching, rather than the "why", "how", and "who" of instruction. This paper aims to scrutinize some complexities of EFL teaching in an urban environment in southern Iran (Bandar Abass) by focusing on the partnership between critical pedagogy and an indigenous way of thinking in which both teacher and learners are aware and proud of their traditions, beliefs, priorities and collaboratively work to create a richer pedagogical context. In Ilan Gur-Ze'ev words (1998, p:463) "it also suggests possibilities for identifying, criticizing, and resisting violent practices of normalization, control, hegemonic education and reproduction practices in a system which uses human beings as its agents and victims". Because according to Freire (1998, p:75), language which does not claim to empower the marginalized and the controlled to conceive and articulate their knowledge and needs, or is not devoted to their emancipation, is mere "verbalism". (Contains 1 note. Contains a bibliography.)
The Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton NN2 7AL United Kingdom. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran