scholarly journals Critical Pedagogy Trends in English Language Teaching

2021 ◽  
Vol 23 (2) ◽  
pp. 155-165
Author(s):  
Brenda Portilla Quintero ◽  
Jennifer Herrera Molina
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
English Language Teaching ◽  
English Classes ◽  
Teachers And Students ◽  
Mixed Approach ◽  
Meaningful Experiences

This article presents a literature review regarding the latest trends in the inclusion of Critical Pedagogy (CP) in English Language Teaching (ELT) in different countries worldwide and in Colombia, considering its different regions. A review of different articles was conducted by considering four databases that include two regional and two international journal directories in both English and Spanish. The papers were analyzed and discussed from a mixed approach in which four keywords were tracked, and factors such as geographical distribution, as well as the way in which CP was implemented in the studies, were identified. The results of this query show that CP in ELT is an emerging trend, especially in countries where political, social, and economic inequality remains. In the same way, the findings suggest that different strategies regarding curricula analysis, the role of teachers and students as social subjects, among others, have been carried out in order to foster the understanding of this theory and its application and considerations in real-life contexts. Attempts to implement CP in English classes have proven to be meaningful experiences and constructive at developing critical thinking strategies in students.

scholarly journals EXAMINING THE ROLE OF LINGUISTICS IN ENGLISH LANGUAGE TEACHING AS EFL AT HIGHER INSTITUTION: THE CASE OF METTU UNIVERSITY

2020 ◽  
Vol 2 (6) ◽  
pp. 144-151
Author(s):  
Miressa Amenu T
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Mental Phenomenon ◽  
Teaching Role ◽  
Language And Literature ◽  
Higher Institution ◽  
The Subject ◽  
Mixed Approach

This paper was aimed at examining the role of linguistics in English language teaching as a EFL at higher education. The participants of the study were summer students of English Language and literature department of Mettu University. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and interview. Quantitative and qualitative data were obtained and analyzed quantitatively and qualitatively. Thus, this study employed a mixed approach. The findings of the study revealed that all participants have reached on mutual understanding and well noted that linguistics and language teaching have the same subject matter to deal with the role of linguistics to play in the process of language teaching. Therefore it can be said that language is the fundamental unit of the branch of linguistics. Without languages the subject of linguistics cannot be there. In other words languages pave the way for the growth of the field of linguistics. A language is a mental phenomenon and a way of expression of thought by means of articulate sounds. On the other hand linguistics is a branch of study that deals with languages. Finally, the findings have significant implications for adoption of linguistics in teaching language. This is the reason why the role of linguistics in English language teaching is needed for language learners.Keywords: Linguistics, Language, Language Teaching, Teaching, Role Of Linguistics

scholarly journals ANALYZING ENGLISH LANGUAGE TEACHING METHODS

2018 ◽  
pp. 102-109
Author(s):  
Jagdish Joshi ◽  
Tapan Shah
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Abilities ◽  
English Classes ◽  
Teaching Learning ◽  
Language Teaching Methods

In the field of English Language Teaching there have been contentions and counter contentions about the role of various methods, approaches and techniques in learning the language. Throughout the hundreds of years, these strategies and methodologies have been fundamentally all through support in educational programs. Methodology is one of the significant components to actualize the objective of education in showing in teaching learning process especially in English classes. To give the data about wonderful strategies is the primary reason for this logical composition. Since English has been instructed till these days, in this manner, this paper is to improve the information of educational specialists particularly in technique for teaching English. The strategies are explained plainly as far as the standards are concerned. The standards are normal for showing learning process, nature of guidance, taking care of the students' sentiments and feelings, the job of local language of students, the language abilities that are accentuated, and the method for instructor's reaction to students' mistakes.

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.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

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