CORE
🇺🇦
make metadata, not war
Services
Services overview
Explore all CORE services
Access to raw data
API
Dataset
FastSync
Content discovery
Recommender
Discovery
OAI identifiers
OAI Resolver
Managing content
Dashboard
Bespoke contracts
Consultancy services
Support us
Support us
Membership
Sponsorship
Community governance
Advisory Board
Board of supporters
Research network
About
About us
Our mission
Team
Blog
FAQs
Contact us
Research in critical pedagogy: Implications for English language classrooms in Asia
Authors
Paolo Nino Valdez
Publication date
1 July 2020
Publisher
Animo Repository
Abstract
Recent scholarship in English language teaching has identified two important directions in developing socio-politically responsive education; namely, Post Method Pedagogy and Situated Literacies. In this meta-analytic work, I describe the prominent issues involved in research concerning critical pedagogy in English language teaching research. Specifically, this paper initially examines the theoretical and methodological approaches employed in investigations in the area, and proceeds with identifying established trends and potential issues concerning the applications of critical pedagogy in varied multilingual, multicultural contexts in Asia. Analysis of different investigations in the region suggests that, while critical pedagogy may be responsive to different needs (learner, socio-political, cultural), it also focuses on varying productive spaces of engagement, incorporation of multiliteracies and transformational practices. © 2020, Chulalongkorn University Language Institute. All rights reserved
Similar works
Full text
Available Versions
Animo Repository - De La Salle University Research
See this paper in CORE
Go to the repository landing page
Download from data provider
oai:animorepository.dlsu.edu.p...
Last time updated on 03/12/2021