JCEPS:Vol. 6 No. 1 (May 2008)

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Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach?

Sima Sadeghi

State Medical Science University, Iran

Citation information

URL: <http://www.jceps.com/?pageID=article&articleID=121>
author:Sima Sadeghi
Journal for Critical Education Policy Studies
Volume 6, Number 1 (May 2008)
ISSN 1740-2743

Keywords: critical pedagogy, praxis, dialogical process, transformative intellectual, consciousness-raising, voice gaining

1. Introduction

Language teaching has, for much of its history, been subject to the heavy "evangelical zeal" of the centers who have exported their theories, methods derived from these, approaches, materials, and books to the developing countries "often with doubtful relevance to the sociological, educational and economic context of the Outer Circle" (Pennycoock, 1994, p:690).

Second language acquisition theory has prompted methods from the Audio-Lingual Method, through Communicative Language Teaching, to Task-Based Teaching, all of which seem to be effective and authoritative for the classroom. But there are some problems with these approaches; they are to be implemented in EFL situations. First, they view language as "object" or merely focus on "methodology". Second, they often fail to link language with local socio-cultural, political and linguistic environment and neglect student


1. This section is adopted from:" Critical Pedagogy on the Web: Key Terms and Concepts Related to Critical Pedagogy"



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