Critical pedagogy and language teachers` language proficiency: Towards critical language proficiency

dc.contributor.authorÖrdem, Eser
dc.date.accessioned2025-01-06T17:23:08Z
dc.date.available2025-01-06T17:23:08Z
dc.date.issued2022
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractStudies on language proficiency of foreign language teachers have evoked considerable interest in recent decades. However, only mainstream core skills have been propounded in line with the framework of conventional approaches that have ignored critical perspectives. Although critical theory emanating from the ideas of Marx has produced critical pedagogy that aims to enable individuals to approach any subject or issue from a socio-political perspective, its applications have been insufficiently observed in the realm of language teacher education. This study aims to help language teachers improve critical language proficiency by providing them with an example of practice with a tentative syllabus. The benefit of using such an example might enable them to perceive language as an aim in itself rather than merely a tool that is devoid of criticality. Therefore, adding the dimension of criticality to mainstream language proficiency composed of core skills may produce critical language teachers as intellectuals attempting to transform their immediate social circles and create meaningful changes with an emphasis on the adoption of intrinsic motivation. The incorporation of critical literacy and critical consciousness into the content of language proficiency can empower language teachers in that they can address authentic socio-political issues that provide authentic, meaningful and comprehensible input which can turn into output. In this sense, criticality and reflection can be two indispensable elements of language proficiency for language teachers.
dc.identifier.doi10.29000/rumelide.1222344
dc.identifier.endpage1514
dc.identifier.issn2148-7782
dc.identifier.issn2148-9599
dc.identifier.issue31
dc.identifier.startpage1507
dc.identifier.trdizinid1172846
dc.identifier.urihttps://doi.org/10.29000/rumelide.1222344
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1172846
dc.identifier.urihttps://hdl.handle.net/20.500.14669/648
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofRumeliDE Dil ve Edebiyat Araştırmaları Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleCritical pedagogy and language teachers` language proficiency: Towards critical language proficiency
dc.typeArticle

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