Title

Research in critical pedagogy: Implications for English language classrooms in Asia

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

PASAA

Volume

60

First Page

222

Last Page

236

Publication Date

7-1-2020

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.

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Disciplines

English Language and Literature | Language and Literacy Education

Keywords

English language—Study and teaching—Asia

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