The practicality and relevance of second language critical pedagogy

2009 ◽  
Vol 43 (3) ◽  
pp. 333-348 ◽  
Author(s):  
Graham Crookes
Keyword(s):  
Second Language ◽  
Critical Pedagogy ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Critical Approaches ◽  
Critical Pedagogies ◽  
Institutional Contexts

The paper reviews eight topics in the area of second language critical pedagogy: (i) historical inheritances and lines of development associated with critical pedagogies; (ii) advocacy (and the need for critical language teachers to engage in it); (iii) the diverse institutional contexts that could be explored for critical language pedagogy; (iv) the range of languages within which critical approaches have been explored; (v) EFL critical pedagogy; (vi) the broad range of categories of oppression addressed by critical language pedagogy; (vii) materials for critical language pedagogy, and (viii) the role of the ‘imaginary’ in encouraging critical language pedagogy. I suggest that these constitute matters which, if given attention by critical language pedagogy specialists, could enhance the perceived practicality and/or relevance of the area.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals A Corpus-based Investigation of Diachronic Evolution of Like and Its Variants through Grammaticalization

2019 ◽  
Vol 10 (3) ◽  
pp. 81
Author(s):  
Qing Liang Meng
Keyword(s):  
Second Language ◽  
Active Role ◽  
Human Beings ◽  
Language Pedagogy ◽  
Historical Trend ◽  
Highly Active ◽  
Second Language Pedagogy ◽  
Grammatical Functions

The purpose of this research is to investigate the diachronic evolution of the word “like” and its variants “likely”, “like to”, “feel like”, and “would like to”, etc. in the process of grammaticalization. Statistics from the search of corpora BNC and COHA show the variants of “like” and their historical trend of grammatication. The results demonstrate the highly active role of “like” in both lexical and grammatical functions in history. Furthermore, the variants and collocations of “like” have been the result of frequent interaction between human beings and languages. The findings have significant implications for second language pedagogy.

Critical language pedagogy

2021 ◽  
pp. 1-18
Author(s):  
Graham V. Crookes
Keyword(s):  
Social Justice ◽  
Second Language ◽  
Critical Pedagogy ◽  
French Revolution ◽  
Language Teaching ◽  
World War Two ◽  
World War ◽  
Radical Pedagogy ◽  
Language Pedagogy ◽  
Teaching Curriculum

There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). Emerging out of this area in the post-World War Two era, one version of this thought and practice that has become somewhat influential in language teaching is ‘critical pedagogy’, and ‘critical language pedagogy’ (CLP) is a key term used to refer to applications of the concepts of critical pedagogy to second language (L2) contexts.

scholarly journals The Facilitative Role of the Interaction Hypothesis: Using Interactional Modification Techniques in the English Communicative Classroom

2019 ◽  
Vol 4 (3) ◽  
pp. 3
Author(s):  
Diego Patricio Ortega-Auquilla ◽  
Cynthia Soledad Hidalgo-Camacho ◽  
Gerardo Estevan Heras-Urgiles
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Second Language Development ◽  
Interaction Hypothesis ◽  
Facilitative Role

<p style="text-align: justify;">English language teachers are expected to implement lessons directed by the Communicative Language Teaching (CLT) into today’s classrooms. In this regard, it is pivotal to know about the theoretical framework of this key language teaching approach. The framework is partly made up of one of the most crucial Second Language Acquisition (SLA) hypotheses called the Interaction Hypothesis (IH). The IH claims that second language development is better facilitated when learners participate in negotiated interaction. From a CLT perspective, a second language is acquired more effectively through interaction and communication. When language teachers attempt to design and deliver classroom instruction grounded in CLT, it is imperative to be familiar with the essential notions behind the IH and its facilitative role in SLA. Therefore, this paper provides key information on the hypothesis at hand by analyzing its early version and updated version. In addition, Krashen’s comprehensible input and Hatch’s role of interaction and conversation on L2 learning are highlighted, because the IH evolved from these two scholars’ seminal works.  This paper also deals with three key interactional modification techniques - comprehension checks, confirmation checks, and clarification requests – promoted by the IH. With the intent of facilitating language learning, the design and deliver of communicative-oriented lessons should have a central role in the classroom. However, lessons are more likely to be effective when teachers take the theory of the IH into practice by allowing learners to engage in negotiation of meaning through the use of the aforementioned interactional modifications.</p>

scholarly journals Proletarianization of English Language Teaching: Iranian EFL teachers and their alternative role as transformative intellectuals

2016 ◽  
Vol 15 (1) ◽  
pp. 74-99 ◽  
Author(s):  
Parvin Safari
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
Transformation Process ◽  
Language Teachers ◽  
English Language Teaching ◽  
Context Change ◽  
The Status

In the field of English Language Teaching (ELT), attention has been shifted toward the alternative role of teachers as transformative intellectuals whereby transformation in teaching occurs from control and technical operations to criticism and intellectual reflection. This role enables teachers to focus on marginalized students’ lived experiences and worlds to transform them into active and critical citizens who are emancipated to develop their voices and question the status quo. Through critically examining the learning milieu that maintains injustice and inequality, students struggle to connect it to sociopolitical conditions in wider society, and eventually transform it to meet the desired ideologies and thinking. This paper attempts to scrutinize teachers’ role as transformative intellectuals and their challenges through the transformation process. Thus, the researcher used purposive sampling to select 26 teachers in four private language institutes of Tehran, Shiraz, and Yazd, Iran to adopt the role of transformative intellectuals based on theoretical principles and concepts of critical pedagogy. Semi-structured interview and an online focus group were used to collect data. Data analysis disclosed transformations and benefits as well as the challenges resulting from teachers becoming transformative intellectuals. The fruitful findings of this study are insightful, since this study is an example to show how language teachers can create transformation in the EFL context, change their fossilized role, and empower oppressed students within the institutionalized and oppressive system of schooling.

Second language acquisition, teacher education and language pedagogy

2009 ◽  
Vol 43 (2) ◽  
pp. 182-201 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teacher Collaboration ◽  
Teacher Educators ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Starting Point ◽  
The Relationship

Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.

scholarly journals Critical Language Pedagogy and Task-Based Language Teaching: Reciprocal Relationship and Mutual Benefit

2021 ◽  
Vol 11 (6) ◽  
pp. 254
Author(s):  
Graham V. Crookes ◽  
Nicole Ziegler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Teaching ◽  
Reciprocal Relationship ◽  
Short Term ◽  
Language Pedagogy ◽  
Teaching Content ◽  
Or Task ◽  
And Task

Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Content itself (as in activities or materials) and the role of metacognitive instruction are considered. A real-world example of a task-based or task-supported short-term program is reviewed as exemplifying some areas of contact or benefit.

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