CRITICAL PEDAGOGY AND PARTICIPATORY APPROACH IN TURKEY: VIEWS OF PRE-SERVICE ELT TEACHERS
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Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Although the contemporary history of critical pedagogy and Englishlanguage teaching methods dates back to 1960s, the implementation anduse of critical pedagogy has been hardly used in ELT departments andEFL classroom settings because the principles of critical pedagogy andthe commercial desires of global textbooks publishers affected by thestatus of English as a lingua franca have remained incompatible. Thelatter has been more prevalent and imposing owing to commercial factors.This study aimed to unravel the views of pre-service ELT teachers (N=39)regarding the topics covered on the agenda released within the lastmonth. Two data collection tools were used to collect data. The first toolwas composed of a list of topics that contained social, cultural, religious,political and other risky topics. The second tool was an interview form toelicit the pre-service teachers’ detailed views regarding the inclusion ofthe topics. The results indicate that the topics shown to the participantswere hardly mentioned in ELT classrooms. However, they noted that theinclusion of the topics was necessary in the curriculum of ELTdepartments in Turkey. In addition, various social and political issuesneed to be incorporated into curriculum and syllabus by developing theculture of radical, pluralistic and direct democracy, and these sociopolitical topics need to be negotiated in classes that teach English as asecond language in a democratic atmosphere. A critical perspective needsto be developed towards global textbooks in English.
Açıklama
Anahtar Kelimeler
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
14
Sayı
2
