Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context | ||
| جستارهای زبانی | ||
| Article 9, Volume 15, Issue 3 - Serial Number 81, 1403, Pages 195-223 PDF (1.06 M) | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/LRR.15.3.195 | ||
| Authors | ||
| Esmaeel Ali Salimi* 1; Mona Najjarpour2 | ||
| 1Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran | ||
| 2PhD Candidate of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran | ||
| Abstract | ||
| This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers. | ||
| Keywords | ||
| critical pedagogy; critical pedagogical classroom practices; EFL context; Grounded Theory; language teacher education | ||
| References | ||
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