Academic Journals Database
Disseminating quality controlled scientific knowledge

Integrating Critical Pedagogy theory and practice: classroom experiences in Argentinean EFL teacher education

ADD TO MY LIST
 
Author(s): Zelmira Álvarez | Marcela Calvete | María Cristina Sarasa

Journal: Journal for Educators, Teachers and Trainers
ISSN 1989-9572

Volume: 3;
Start page: 60;
Date: 2012;
VIEW PDF   PDF DOWNLOAD PDF   Download PDF Original page

Keywords: TEFL | teacher education | Critical Pedagogy | discourse analysis | cultural awareness.

ABSTRACT
Argentinean ESL teacher education presupposes an understanding of the past and present world role of English. Thus, the curriculum of the ESL Teacher Education Program at Universidad Nacional de Mar del Plata includes subjects dealing with historical, cultural, and social questions concerning English-cultures worldwide. This paper explains how some of these issues are addressed in activities carried out in the sophomore course Overall Communication. They involve critical and postcolonial analysis of the film Slumdog millionaire (2008) and the story “The free radio” (Rushdie, 1994). Activities aim at making student-teachers aware of their need to critically address concepts related to race, ethnicity, class, religion, education, and language to unveil the political, economic, and social issues underlying the teaching and learning of English. The choice of materials and authors also aims at listening to English-speaking voices other than those stemming from (former) imperial centers. Activities involve research and discussions of problematics such as oppression, exclusion, and illiteracy. This paper will analyze sample written productions by students working collaboratively among themselves and cooperatively with their teachers. In short, this is an experience that strives at showing how Critical Pedagogy can become a site for raising questions concerning power and EFL teaching and learning.
Affiliate Program      Why do you need a reservation system?