Implementing Critical Pedagogy in an English as a Second Language (ESL) Writing Classroom PDF Download

Author: Jungmi Kim
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 624

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Author: Melina Porto
Publisher: Springer Nature
ISBN: 9811657807
Category : Language Arts & Disciplines
Languages : en
Pages : 221

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With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult. It describes the possibilities, challenges and limitations of this critical agenda using students’ drawings, posters, leaflets, artwork, classroom activities and conversational data as foundation, and including the voices of local teachers in their classrooms. Importantly, these teachers used teacher-made, locally produced, critical post-method materials, described by the author of those materials in one of the chapters. In this way, the book offers a unique balance of researcher, teacher and materials writer voices. These materials are included in the book and can help language teachers around the world to introduce critical perspectives in their specific contexts. The book is appealing to researchers, classroom teachers, teacher educators, and materials writers and developers interested in critical language education.

Author: Luciana de Oliveira
Publisher: Springer
ISBN: 1137530987
Category : Education
Languages : en
Pages : 202

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Second Language Writing in Elementary Classrooms focuses on L2 writing in elementary classrooms. It features chapters that highlight research in elementary classrooms focused on the writing development of multilingual children, and research in teacher education to prepare elementary teachers to teach L2 writing and address L2 writers' needs.

Author: Phyllis Wachob
Publisher: Cambridge Scholars Publishing
ISBN: 1443815780
Category : Foreign Language Study
Languages : en
Pages : 299

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Book Description
“Critical pedagogy is not a set of ideas, but a way of ‘doing’ learning and teaching” (Canagarajah, 2005). This definition puts CP squarely in the classroom and leads us to view how teachers interact with students and how students treat one another, while negotiating institutional and societal expectations. The chapters in the book use a variety of methods to address questions of power within educational institutions, from classrooms to the ministries of education. All the contributors are, or have been, teachers in the Middle East, from Egypt to Iran. Their nationalities range from Egyptian, to American, Canadian, British, Tunisian and Iranian. Ten of the contributors are women. All have conducted research and/or invited participation from among students and fellow teachers to explore issues of Critical Pedagogy from various perspectives. The question of physical space relates to power but is also related to linguistic space; student choice is not only related to linguistic space but also to motivation and thus empowerment. Changing teachers’ beliefs leads to empowerment for teachers, but also empowerment for students. Educational policy that recognizes social and personal identity reflects back to personal motivation. These studies meet and mesh, complement and sometimes take different viewpoints. However, all the studies embrace the concept that we must respect and nurture the human in our students, that we as teachers are the front line as enablers of our students’ empowerment. If we do not provide the space, and honor their dignity, our students cannot claim and embrace their power. Canagarajah, S. (2005). Critical Pedagogy in L2 Learning and Teaching. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 931-949). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Author: Polina Vinogradova
Publisher: Routledge
ISBN: 1000209393
Category : Education
Languages : en
Pages : 447

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This engaging volume on English as an Additional Language (EAL), argues persuasively for the importance of critical participatory pedagogies that embrace multilingualism and multimodality in the field of TESOL. It highlights the role of the TESOL profession in teaching for social justice and advocacy and explores how critical participatory pedagogies translate into English language teaching and teacher education around the world. Bringing together diverse scholars in the field and practicing English language teachers, editors Polina Vinogradova and Joan Kang Shin present 10 thematically organized units that demonstrate that language teaching pedagogy must be embedded in the larger sociocultural contexts of teaching and learning to be successful. Each unit covers one pedagogical approach and includes three case studies to illustrate how English language teachers across the world implement these approaches in their classrooms. The chapters are supplemented by discussion questions and a range of practical sources for further exploration. Addressing established and emerging areas of TESOL, topics covered include: Critical and postmethod pedagogies Translingualism Digital literacy and multiliteracies Culturally responsive pedagogy Advocacy Featuring educators implementing innovative approaches in primary, secondary, and tertiary contexts across borders, Contemporary Foundations for Teaching English as an Additional Language is an ideal text for methods and foundational courses in TESOL and will appeal to in-service and preservice English language teachers as well as students and teacher educators in TESOL and applied linguistics.

Author: Shawna Shapiro
Publisher: Routledge
ISBN: 1000537587
Category : Language Arts & Disciplines
Languages : en
Pages : 279

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This book introduces Critical Language Awareness (CLA) Pedagogy as a robust and research-grounded framework to engage and support students in critical examinations of language, identity, privilege and power. Starting with an accessible introduction to CLA, chapters cover key topics—including World Englishes, linguistic prejudice, news media literacy, inclusive language practices, and more—in an inviting and thought-provoking way to promote reflection and analysis. Part I provides an overview of the foundations of CLA pedagogy, while Part II highlights four instructional pathways for CLA pedagogy: Sociolinguistics, Critical Academic Literacies, Media/Discourse Analysis, and Communicating Across Difference. Each pathways chapter is structured around Essential Questions and Transferrable Skills, and includes three thematic learning sequences. Part III offers tools and guidance for tailoring CLA pedagogy to the reader’s own teaching context and to students’ individual needs. The volume’s wealth of resources and activities are a pedagogical toolkit for supporting and embracing linguistic diversity in the classroom. The cohesive framework, concrete strategies, engaging activities, and guiding questions in this volume allow readers to come away with not only a deeper understanding of CLA, but also a clear roadmap for implementing CLA pedagogy in the classroom. Synthesizing relevant research from educational linguistics and writing studies, this book is ideal for courses in English/literacy education, college composition, L2 writing instruction, and educational linguistics.

Author: Sarah Benesch
Publisher: Routledge
ISBN: 1136946152
Category : Foreign Language Study
Languages : en
Pages : 170

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Book Description
Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students’ and teachers’ emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks: How have emotions and affect been theorized from a critical perspective, and how might these theories be applied to English language teaching and learning? What do complex and shifting emotions, such as hope, disappointment, indignation, and compassion, have to do with English language teaching and learning in the neoliberal context in public universities? How might attention to emotions lead to deeper understanding of classroom interactions and more satisfying educational experiences for English language teachers and students? These questions are addressed not just theoretically, but also practically with examples from college classes of assigned readings, student writing, and classroom talk in which various emotions came into play. Thought-provoking, accessible, and useful, this is a must-read book for scholars, students, and teachers in the field of English language teaching.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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This study investigates how students understand and experience critical pedagogy in four culturally diverse ESL classes in Northwest University, located in a multicultural metropolis in Canada. I conducted the study in my own classes, simultaneously examining my practice and its impact on my students since teachers and students identities are entwined. Through dialogue and negotiations among teacher and students, critical language pedagogy provides an innovative approach to teaching English language skills that enables students to challenge inequality, since language is a powerful tool, often used to control, persuade or exclude. I chose a critical ethnographic case study as the most appropriate methodology for uncovering the multiple ways ESL students make meaning of a pedagogical process that has to date received little practical guidance. My study, which took place over one academic year, offers an introspective and detailed portrait of the pitfalls, practicalities and possibilities of such an approach, from the perspectives of the students and pedagogue themselves. An analysis of the classroom interactions, assignments and private interviews, reveals that students considered the pedagogy meaningful because it not only taught them practical language skills, but also connected their lives to the sociopolitical, alerted them to their rights and prepared them to become active, engaged and equal participants in their new society. My research contradicts the stereotype of the submissive, uncritical ESL student through numerous examples which illustrate how students exhibited multifaceted, agentive subjectivities, both within and outside the classroom. My findings show that a critical pedagogy enabled some of the students to identify and challenge unfair situations in their everyday lives in Canada. In addition, they reflected on and sometimes rejected their own internalized hegemonic cultural practices, and even encouraged others to consider different perspectives,

Author: Yue Lin
Publisher: Springer
ISBN: 9811077843
Category : Language Arts & Disciplines
Languages : en
Pages : 201

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This book presents an innovative teaching experiment and an analytical study of critical thinking and the sociocultural theory of learning to illustrate the cognitive learning development mechanisms. It addresses the issues in developing critical thinking, including the controversy surrounding the definition, measurement and teaching of critical thinking, particularly in the L2 context. The book explains how infusion-thinking lessons can be structured to help students develop critical thinking along with language learning. Further, it uses a case study as a real-world example to examine the applicability and feasibility of infusion-thinking lessons in the EFL context and their effectiveness in developing students’ critical thinking and language learning. Packed with thinking activities and techniques, this practical, hands-on manual provides original ideas and empirical data, giving teachers everything they need to plan their lessons to improve students’ critical thinking within language courses and evaluate their teaching.

Author: Mahtab Mazdaee
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659158391
Category :
Languages : de
Pages : 132

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Research has shown that language should give learners the power to talk, to express their thoughts, and to understand a variety of different perspectives. The concept of critical pedagogy has been around for some time in education but there has not been so much research in ELT conducted on implementing the basic tenets of critical pedagogy into the classrooms through one of the skills. The purpose of this book is to examine the complex and detailed issues that interplay with the process of implementing critical practices in an EFL writing class, the ways students and teachers negotiate, exercise, or challenge their power during this process, as well as the effect of implementing the critical pedagogical approach on the quality of students' writings. This book, therefore, has implications for teacher education, teachers, students, researchers, and curriculum designers.