KRITIČKA PEDAGOGIJA ENGLESKOG JEZIKA KAO STRANOG: STAVOVI NASTAVNIKA IZ SRBIJE
Главни садржај чланка
Сажетак
Ovo istraživanje ima za cilj da ustanovi u kojoj meri se nastavnici engleskog jezika kao stranog vode principima kritičke pedagogije kada donose odluke u vezi sa predmetom, materijalima, nastavnim planom i ulogama koje preuzimaju u učionici. U tom cilju, ukupno 116 nastavnika engleskog kao stranog popunilo je Upitnik kritičke pedagogije u konkretnom kontekstu (Roohani, Hashemian & Haghparast 2016). Cilj analize je da se utvrdi da li filozofska orijentacija nastavnika, njihov pol, stepen obrazovanja, godine nastavnog iskustva, tip institucije u kojoj rade i prosečna veličina odeljenja u kome predaju utiču na odluke koje donose u učionici. Rezultati pokazuju da nastavnici sa pozitivnim stavovima prema principima kritičke pedagogije, oni sa šest do deset godina iskustva u nastavi, i koji rade s grupama od šest do deset učenika, teže da svoju nastavu organizuju tako da podstiče razvoj aktivnih građana koji teže pravdi i emancipaciji.
Downloads
Download data is not yet available.
Детаљи чланка
Како цитирати
Topalov, J. P. (2022). KRITIČKA PEDAGOGIJA ENGLESKOG JEZIKA KAO STRANOG: STAVOVI NASTAVNIKA IZ SRBIJE. Методички видици, 13(13), 81–98. https://doi.org/10.19090/mv.2022.13.81-98
Bрој часописа
Секција
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
Референце
Aduwa-Ogiegbaen, S. E., Iyamu, E. O. S. (2006). Factors affecting quality of English language teaching and learning in secondary schools in Nigeria. College Student Journal 40 (3): 495–504.
Aliakbari, M., Allahmoradi, N. (2012). On Iranian school teachers’ perceptions of the principles of critical pedagogy. International Journal of Critical Pedagogy 4 (1): 154–171.
Apple, M. (1990). Ideology and Curriculum. New York: Routledge.
Azimi, H. (2008). On the attitude of English teachers and university students in the implementation of CP (Unpublished MA thesis). Tarbiat Modares University. Tehran, Iran.
Bailey, A. (2017). Tracking privilege – preserving epistemic pushback in feminist and critical race philosophy classes. Hypatia 32 (4): 876–892.
Braa, D., Callero, P. (2006). Critical pedagogy and classroom praxis. Teaching Sociology 34 (4): 357–369.
Burbules, N., Bert, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In Critical Theories in Education, ed. T. S. Popkewitz and L. Fendler (New York: Routledge): 45–65.
Canagarajah, A. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.
Chen, Z., Goh, C. (2011). Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education 16 (3): 333–345.
Creswell, J. W., Creswell, J. (2003). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage publication.
Crookes, G. (2010). The practicality and relevance of second language critical pedagogy. Language Teaching 43 (3): 333–348.
Darder, A., Baltodano, M., Torres, R. D. (eds.). (2003). The Critical Pedagogy Reader. New York: Routledge.
Degener, S. C. (2001). Making sense of critical pedagogy in adult literacy education. Annual Review of Adult Learning and Literacy 2 (1): 26–62.
Derince, Z. M. (2012). Reflections on teaching practices through conditioning in Turkey. Journal for Critical Education Policy Studies (JCEPS) 10 (1): 248–264.
Fairclough, N. (1993). Discourse and Social Change. Cambridge: Polity.
Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum 51 (4): 2–35.
Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum.
George, D., Mallery, M. (2010). SPSS for Windows Step by Step: A
Simple Guide and Reference, 17.0 update (10th ed.) Boston: Pearson.
Gil, G. (2016). Third places and the interactive construction of interculturality in the English as foreign/additional language classroom. Acta Scientiarum. Language and Culture 38 (4): 337–346.
Jeon, J. (2009). Reflecting critical pedagogy: Its application to EFL contexts
and criticism. English Language & Literature Teaching 15 (3): 59–81.
Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press.
Mahmoodarabi, M., Khodabakhsh, M. R. (2015). Critical pedagogy: EFL teachers’ views, experience and academic degrees. English Language Teaching 8 (6): 100–110.
Meyers, L. S., Gamst, G., Guarino, A. (2006). Applied Multivariate Research: Design and Interpretation. Thousand Oaks, CA: Sage Publishers.
Meyer D., Tarrow, S. (eds.). (1998). Towards a Movement Society? Contentious Politics for a New Century. Boulder, CO: Rowman and Littlefield.
Ming, C., Jaya, S. G. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching 4 (2): 3–10.
Modiano, M. (2001). Linguistic imperialism, cultural integrity, and EIL. ELT Journal, 55: 339–346
Jeyaraj, J. J., Harland, T. (2014). Transforming teaching and learning in ELT through critical pedagogy: An international study. Journal of Transformative Education 12 (4): 343–355.
Kaufman, P. (2002). Critical Pedagogy in the Sociology Classroom. 30th Anniversary Edition. Washington, DC: American Sociological Association.
Mayo, P. (1999). Gramsci, Freire, and Adult Education. New York: Zed Books.
McLaren, P. (2003). Life in Schools: An Introduction to Critical Pedagogy. New York: Pearson.
Meyers, L. S., Gamst, G., Guarino, A. (2006). Applied Multivariate Research: Design and Interpretation. Thousand Oaks, CA: Sage Publishers.
Mills, S. (2002). Rethinking politeness, impoliteness and gender identity, in Gender Identity and Discourse Analysis, ed. L. Litosseliti & J. Sunderland (Amsterdam: Benjamins): 69–89.
Mokhtari, K., Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education 25 (3): 2–11.
Ooiwa-Yoshizawa, A. (2018). Implications of EFL critical pedagogy: Theory, practice and possibility. Learning 19: 245–253.
Oxford, R. L., Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System 23 (1): 1–23.
Pawelczyk, J., Pakuła, Ł., Sunderland, J. (2014). Issues of power in relation to gender and sexuality in the EFL classroom-An overview. Journal of Gender and Power 1: 49–66.
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly 33 (3): 329–348.
Roohani, A., Hashemian, M., Haghparast, S. (2016). Validating a context-specific teacher critical pedagogy questionnaire. International Journal of Research 5 (4): 3–12.
Sung, K., Pederson, R. (eds.) (2013). Critical ELT Practices in Asia: Key Issues, Practices, and Possibilities. Rotterdam: Sense Publishers.
Van Stekelenburg, J., Klandermans, B., Van Dijk, W. W. (2009). Context matters: Explaining how and why mobilizing context influences motivational dynamics. Journal of Social Issues 65 (4): 815–838.
West, G. (2022). Doing critical pedagogy in neoliberal EFL spaces: Negotiated possibilities in Korean hagwons, in Language and Social Justice, ed. M. Mantero, J. Watzke & P. Miller (Charlotte, North Carolina: Information Age Publishing): 231–246.
Aliakbari, M., Allahmoradi, N. (2012). On Iranian school teachers’ perceptions of the principles of critical pedagogy. International Journal of Critical Pedagogy 4 (1): 154–171.
Apple, M. (1990). Ideology and Curriculum. New York: Routledge.
Azimi, H. (2008). On the attitude of English teachers and university students in the implementation of CP (Unpublished MA thesis). Tarbiat Modares University. Tehran, Iran.
Bailey, A. (2017). Tracking privilege – preserving epistemic pushback in feminist and critical race philosophy classes. Hypatia 32 (4): 876–892.
Braa, D., Callero, P. (2006). Critical pedagogy and classroom praxis. Teaching Sociology 34 (4): 357–369.
Burbules, N., Bert, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In Critical Theories in Education, ed. T. S. Popkewitz and L. Fendler (New York: Routledge): 45–65.
Canagarajah, A. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.
Chen, Z., Goh, C. (2011). Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education 16 (3): 333–345.
Creswell, J. W., Creswell, J. (2003). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage publication.
Crookes, G. (2010). The practicality and relevance of second language critical pedagogy. Language Teaching 43 (3): 333–348.
Darder, A., Baltodano, M., Torres, R. D. (eds.). (2003). The Critical Pedagogy Reader. New York: Routledge.
Degener, S. C. (2001). Making sense of critical pedagogy in adult literacy education. Annual Review of Adult Learning and Literacy 2 (1): 26–62.
Derince, Z. M. (2012). Reflections on teaching practices through conditioning in Turkey. Journal for Critical Education Policy Studies (JCEPS) 10 (1): 248–264.
Fairclough, N. (1993). Discourse and Social Change. Cambridge: Polity.
Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum 51 (4): 2–35.
Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum.
George, D., Mallery, M. (2010). SPSS for Windows Step by Step: A
Simple Guide and Reference, 17.0 update (10th ed.) Boston: Pearson.
Gil, G. (2016). Third places and the interactive construction of interculturality in the English as foreign/additional language classroom. Acta Scientiarum. Language and Culture 38 (4): 337–346.
Jeon, J. (2009). Reflecting critical pedagogy: Its application to EFL contexts
and criticism. English Language & Literature Teaching 15 (3): 59–81.
Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press.
Mahmoodarabi, M., Khodabakhsh, M. R. (2015). Critical pedagogy: EFL teachers’ views, experience and academic degrees. English Language Teaching 8 (6): 100–110.
Meyers, L. S., Gamst, G., Guarino, A. (2006). Applied Multivariate Research: Design and Interpretation. Thousand Oaks, CA: Sage Publishers.
Meyer D., Tarrow, S. (eds.). (1998). Towards a Movement Society? Contentious Politics for a New Century. Boulder, CO: Rowman and Littlefield.
Ming, C., Jaya, S. G. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching 4 (2): 3–10.
Modiano, M. (2001). Linguistic imperialism, cultural integrity, and EIL. ELT Journal, 55: 339–346
Jeyaraj, J. J., Harland, T. (2014). Transforming teaching and learning in ELT through critical pedagogy: An international study. Journal of Transformative Education 12 (4): 343–355.
Kaufman, P. (2002). Critical Pedagogy in the Sociology Classroom. 30th Anniversary Edition. Washington, DC: American Sociological Association.
Mayo, P. (1999). Gramsci, Freire, and Adult Education. New York: Zed Books.
McLaren, P. (2003). Life in Schools: An Introduction to Critical Pedagogy. New York: Pearson.
Meyers, L. S., Gamst, G., Guarino, A. (2006). Applied Multivariate Research: Design and Interpretation. Thousand Oaks, CA: Sage Publishers.
Mills, S. (2002). Rethinking politeness, impoliteness and gender identity, in Gender Identity and Discourse Analysis, ed. L. Litosseliti & J. Sunderland (Amsterdam: Benjamins): 69–89.
Mokhtari, K., Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education 25 (3): 2–11.
Ooiwa-Yoshizawa, A. (2018). Implications of EFL critical pedagogy: Theory, practice and possibility. Learning 19: 245–253.
Oxford, R. L., Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System 23 (1): 1–23.
Pawelczyk, J., Pakuła, Ł., Sunderland, J. (2014). Issues of power in relation to gender and sexuality in the EFL classroom-An overview. Journal of Gender and Power 1: 49–66.
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly 33 (3): 329–348.
Roohani, A., Hashemian, M., Haghparast, S. (2016). Validating a context-specific teacher critical pedagogy questionnaire. International Journal of Research 5 (4): 3–12.
Sung, K., Pederson, R. (eds.) (2013). Critical ELT Practices in Asia: Key Issues, Practices, and Possibilities. Rotterdam: Sense Publishers.
Van Stekelenburg, J., Klandermans, B., Van Dijk, W. W. (2009). Context matters: Explaining how and why mobilizing context influences motivational dynamics. Journal of Social Issues 65 (4): 815–838.
West, G. (2022). Doing critical pedagogy in neoliberal EFL spaces: Negotiated possibilities in Korean hagwons, in Language and Social Justice, ed. M. Mantero, J. Watzke & P. Miller (Charlotte, North Carolina: Information Age Publishing): 231–246.