CRITICAL PEDAGOGY OF ENGLISH AS A FOREIGN LANGUAGE: VIEWS AND ATTITUDES OF EFL TEACHERS FROM SERBIA
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Abstract
This research aims at identifying the extent to which principles of critical pedagogy guide Serbian EFL teachers’ decisions related to the course, the materials, the syllabus and the roles they assume in the classroom. To that end, a total of 116 EFL teachers completed the Context-Specific Teacher Critical Pedagogy Questionnaire – CSTCPQ (Roohani, Hashemian & Haghparast 2016). The goal of the analysis is to determine whether the teachers’ philosophical orientation, their gender, level of education, years of teaching experience, type of institution they work in and the average size of class they teach in have effect on the classroom-related choice they make. The results show that the teachers with positive attitudes towards the principles of critical pedagogy, those with six to ten years of teaching experience, working with groups of six to ten students tend to organize their teaching so that it facilitates the development of active citizens who seek justice and emancipation.
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How to Cite
Topalov, J. P. (2022). CRITICAL PEDAGOGY OF ENGLISH AS A FOREIGN LANGUAGE: VIEWS AND ATTITUDES OF EFL TEACHERS FROM SERBIA. Methodical Perspectives, 13(13), 81–98. https://doi.org/10.19090/mv.2022.13.81-98
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Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
References
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Canagarajah, A. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.
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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.
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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
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Jeon, J. (2009). Reflecting critical pedagogy: Its application to EFL contexts
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Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press.
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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.