Linking critical pedagogy practice to higher education in Malaysia: insights from English language teachers

2019 ◽  
Vol 39 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Joanna Joseph Jeyaraj ◽  
Tony Harland
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
English Language ◽  
Language Teachers ◽  
English Language Teachers

scholarly journals Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

2018 ◽  
Vol 21 (3) ◽  
pp. 35-66 ◽  
Author(s):  
Thuraya Al Riyami ◽  
Ali Al Issa
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Alternative Pedagogy ◽  
Sociopolitical Context ◽  
Speakers Of Other Languages ◽  
English Language Teachers ◽  
The 1960S

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

scholarly journals Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan

2019 ◽  
Vol 43 (5) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Resource Sharing ◽  
English Language ◽  
Language Teachers ◽  
Program Administrators ◽  
Reasonable Accommodations ◽  
Inclusive Learning ◽  
English Language Teachers

As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing. 日本の中等教育後の教育において，障がいのある学生（SWDs）が徐々に認められつつある中，英語教育者，プログラム管理者，カリキュラムデザイナーが，そのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は，日本の高等教育機関の現在のSWDsの状況の概要を述べた後，言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案し，また、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと，研究と情報共有を通して，言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ，締めくくりとする。

Pre-service English language teachers’ conceptions of sustainable development: a case from Turkish higher education context

2021 ◽  
Vol 22 (1) ◽  
pp. 423-456
Author(s):  
Leyla Yılmaz Fındık ◽  
İlknur Bayram ◽  
Özlem Canaran
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
English Language ◽  
Language Teachers ◽  
Local Context ◽  
Content Type ◽  
Turkish Higher Education ◽  
Research Findings ◽  
English Language Teachers ◽  
Course Syllabus

Purpose The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course syllabus on SD in English language teaching (ELT) in the light of the research findings. Design/methodology/approach The study used a mixed-methods sequential explanatory study design and investigated the case of a state university in Turkey with the involvement of 133 pre-service English language teachers. Findings The findings indicated that most pre-service English language teachers received no training or a course on SD in their whole education life and tended to associate SD mostly with the economic growth of a country, followed by education, social and ecological concepts. It was also found that the majority of the participants had a unidimensional view of SD. No direct links with ELT have been detected from participants’ responses. The findings also pointed to the eagerness of the participants to receive an ELT-specific course on SD providing that the course involves interactive teaching and learning activities with reference to contemporary sources focusing on global and local issues, as well as studying the methods facilitating the incorporation of such issues into teaching practice. Research limitations/implications This research is based on the experience of one Turkish university with limited quantitative and qualitative data. Practical implications Based on the participants’ knowledge, views and suggestions, this paper contributes to the existing literature by providing empirical evidence obtained from a local context and suggests a practical framework for a field-specific course syllabus aiming to enhance teacher candidates’ knowledge, skills and values related to SD and its incorporation into ELT. Originality/value To the best of the authors’ knowledge, this is the first study seeking to explore pre-service ELT teachers’ conceptualization of SD in Turkish higher education, and drawing on the research findings, the authors attempted to design a course syllabus targeted at pre-service teachers in ELT departments.

Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program

RELC Journal ◽  
2021 ◽  
pp. 003368822110112
Author(s):  
Marie Alina Yeo ◽  
Jonathan Mark Newton
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Teachers ◽  
Transnational Higher Education ◽  
Travel Restrictions ◽  
Speakers Of Other Languages ◽  
English Medium Instruction ◽  
English Language Teachers ◽  
Master Of Arts

Recent nationalist and isolationist policies coupled with travel restrictions have prompted a shift in perspectives on the internationalization of higher education. Furthermore, criticisms surrounding issues such as the widespread adoption of English as a medium of instruction in higher education and quality assurance of transnational programs have emerged, with increasing calls for more inclusive models and greater emphasis on quality over quantity. This paper presents an evaluative study of a transnational Master of Arts in the Teaching of English to Speakers of Other Languages (MATESOL) program delivered in partnership by an institution in Singapore (SI) and a university in New Zealand (NZU) and designed for English language teachers from the Association of Southeast Asian Nations (ASEAN) region. Drawing on an impact evaluation, the paper identifies key design features in the program that contributed to its effectiveness as an inclusive model of English medium instruction (EMI) and internationalization in transnational higher education (TNHE).

scholarly journals English Language Education as Practice of Freedom in Ghana: An Analysis of Teachers’ Views and Opinions

2021 ◽  
Vol 3 (5) ◽  
pp. 18-31
Author(s):  
Charlotte Fofo Lomotey
Keyword(s):  
Critical Pedagogy ◽  
Thematic Analysis ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Traditional Teaching ◽  
English Language Education ◽  
Language Classroom ◽  
English Language Teachers

This study examined the views and opinions of Senior High School (SHS) English language teachers on critical pedagogy as well as its applicability in their classrooms. To achieve these objectives, 220 teachers of English were sampled to respond to a questionnaire, with 50 out of this number selected to take part in an interview. The data were subjected to statistical analysis using the SPSS and thematic analysis by a simple system of coding. Results suggest that teachers consider critical pedagogy as a viable alternative to the traditional teaching practice. Based on the results, it is suggested that it is important for teachers to practice democracy in the English language classroom in order for students to see themselves as valued members of the society who can practice education as freedom.

scholarly journals Translanguaging in Higher Education

2021 ◽  
Vol 1 (1) ◽  
pp. 170-178
Author(s):  
Tanka Silwal
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
English Language ◽  
English Education ◽  
Group Discussion ◽  
Vital Role ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Qualitative Research Design ◽  
English Language Teachers

Teachers’ pedagogical practices have vital role to cater the students’ achievement in education in general and in language (here English) education in particular. This study aims to explore English language teachers’ pedagogical practices with special reference to translanguaging. I employed qualitative research design for the study. The participants of the study were four community college teachers and six students of Dhading district. For the collection of the data, I observed four classes of each teacher; interviewed with the same teachers; and organized focus group discussion with the students. The findings were discussed under eight headings thematically. The conclusion of findings indicates that translanguaging can be a useful pedagogy even in the higher education. Hence, it has been recommended that the English language practitioners can conduct large scale studies on the relevance of translanguagins in higher education.

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