چکیده:
Language educators are required to reflect upon content delivered to the students. Teaching strategies should be adapted to keep students loyal to cultural identity as well as foster resistance to oppressive policies dictated within English language curricula. Despite the significance of applying critical principles by teachers, it is not known whether Iranian ELT instructors and subject teachers practice the principles of critical pedagogy (CP) or not. This study investigated whether Iranian EFL teachers at universities are aware of the CP principles or not, and whether there is a difference between Iranian ELT instructors and subject teachers in terms of applying the CP principles. Fifty-five ELT instructors and subject teachers at different universities were selected through convenience sampling. Data were collected through the questionnaire of CP attitudes (Pishvaei & Kasaian, 2013). Results showed that the ELT instructors supported all the CP principles, but the subject teachers supported and applied only a few of the CP principles. That is, ELT instructors and subject teachers differ in terms of attitudes towards CP.
خلاصه ماشینی:
On Application of Critical Pedagogy Principles by ELT Instructors and Subject Teachers: A Case of Iranian Universities Abdullah Sarani¹, Goudarz Alibakhshi², & Habebeh Molazehi³ ¹Corresponding author, University of Sistan and Baluchestan ²Allameh Tabataba’i University ³Islamic Azad University, Science and Research Branch of Sistan and Baluchestan Received: 13/04/2014 Accepted: 01/08/2014 Abstract Language educators are required to reflect upon content delivered to the students.
This study investigated whether Iranian EFL teachers at universities are aware of the CP principles or not, and whether there is a difference between Iranian ELT instructors and subject teachers in terms of applying the CP principles.
Introduction Critical pedagogy (CP) questions the power relationships between teachers, students, institutions, and society, clarifies how ideologies arising from power, politics, history, and culture constantly shape education (Kuang, 2007), aims to illuminate the relationship between authority and power, and pays noteworthy consideration to the relationship between knowledge and power (Crooks, 2010).
g. , Akbari, 2008; Aliakbari & Faraji, 2011; Canagarajah, 1999, 2002, 2005; Chege, 2009; Kramsch, 2002; Kumaravadivelu, 2003a, 2003b, 2006a, 2006b; Norton & Toohey, 2004; Pishvaei & Kasaian, 2013) skeptically criticize mainstream second language acquisition (SLA) research.
They believe that almost all SLA studies are not able to capture the processes of language learning, the complexity of language, the language learner, and the learner’s multiple identities (Norton & Toohey, 2004), sociocultural perspectives of language learning (Lantolf, 2000; Ohta, 2000), the learner’s contributions (Breen, 2001), and language socialization (Kramsch, 2002).