Reseña: International Perspectives on Critical Pedagogies in ELT.
Bibliographic record
Abstract
Critical Pedagogy (CP) the origins of which can be traced back to the work of Paulo Freire (1970) entitled Pedagogy of the Oppressed has been a rising aspect in all educational realms including English Language Teaching (ELT).The seminal studies of Pennycook (1999) and Norton and Toohey (2004) are among the outstanding works that have covered the role of CP in ELT.This quite recent volume entitled International Perspectives on Critical Pedagogies in ELT constitutes a significant up-to-date contribution to the related literature by bringing theory and practice together from a broad variety of global contexts.The volume consists of three parts and thirteen chapters.Following the editor's introductory chapter presenting an overview of CP and the covered chapters, Part 1, Teaching beyond Language, covers four chapters that focus on the beyond-language goals of language classes and investigate the relations between language and aspects like politics, minoritized groups, and monoglossic language ideologies.While Chapter 2 covers the use of inquiry-based activities to break settler dispositions in Canada, Chapter 3 examines the use of "read, reason and respond" tasks for critical reading by Saudi college students.Likewise, while Chapter 4 deals with the use of hybrid language forms and heteroglossic language practices in a Filipino L2 classroom, Chapter 5 presents Hong Kong university students' analyses of discriminatory discourses in famous images and advertisements in the US from the 1950s to the present.Part 2, Dialoguing with Teachers, consists of five chapters that introduce teachers' accounts of their CP experiences.Chapter 6 presents experiences about Mexican university students' teaching practicum in disadvantaged places like a juvenile detention facility and a daytime shelter for vulnerable children.Chapter 7 is on a critical literacy course in a South African university that engages pre-service English language teachers in controversial issues about sex, gender, and sexuality.Chapter 8 mentions an assignment for English language teachers in the USA to help them best serve their bilingual students; and Chapter 9 shares the experiences of three Columbian teachers and discusses the role of CP in curriculum development.Part 3, Questioning the Critical, consists of four chapters that present a critical perspective to CP practices.Chapter 10 discusses a teacher education course designed to better prepare Japanese ELT teachers to cope with diversity in their classrooms.Chapter 11 investigates the attitudes towards CP in English language programs for international students in Australian universities.Chapter 12 discusses the role and appropriateness of CP in Arabian EFL classes delivered by foreigner teachers.Finally, Chapter 13 provides a concluding critical commentary on the previous chapters with special reference to their methodologies.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.011 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".