10

1.7. Limitation and Delimitation of the Study 10

CHAPTER II: Review of the Related Literature12

2.0. Overview 13

2.1. Critical Pedagogy 13

2.1.1. Pedagogical Approach in Critical Pedagogy 16

2.1.2. Critical Pedagogy and Educational Process 21

2.1.3. Critical Pedagogy and the Teachers’ Role 24

2.1.4. Critical Pedagogy and Teacher Success 27

2.1.5. Curriculum in CP 30

2.2. Pre-service teacher 31

2.2.1. The difficult and stimulating tasks of pre-service teacher training 33

2.2.2. Advancing ELT teachers for future and Critical Pedagogy 35

CHAPTER III: Methodology 41

3.0. Overview 42

3.1. Setting and Participants 42

3.2. Instruments 43

3.2.1. Critical Pedagogy Attitude Questionnaire 43

3.2.2IELTS (International English Language Testing System) 45

3.3. Procedure 45

3.3.1. Data Collection 45

3.3.2. Data Analysis 46

3.4. Ethical Considerations 46

CHAPTER IV: Results and Discussion48

4.0. Overview 49

4.1. Main Results 49

4.2. Discussion 54

CHAPTER V: Conclusion and Recommendations57

5.0. Overview 58

5.1. Summary 58

5.2. Brief Overview of the Findings 59

5.3. Theoretical and Pedagogical Implications 60

5.4. Suggestions for Further Research 61

REFERENCES62

 

APPENDIXES74

Appendix A: Critical Pedagogy Attitude Questionnaire 75

Appendix B: The Female Group with IELTS Band Score 6 77

Appendix C: The Female Group with IELTS Band Score 5 79

Appendix D: The Female Group with IELTS Band Score 6 81

Appendix E: The Female Group with IELTS Band Score 5 82

List of Tables

Table 3.1: Participants’ Characteristics 44

Table 3.2: Reliability Coefficient 44

Table 4.1: Stastistical Description Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test 49

Table 4.2: One Sample Kolmogorov- Smirnov Test 50

Table 4.3: Group Statistics between IELTS Band Scores 51

Table 4.4: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test 51

Table 4.5: Group Statistics between Male Group and Female Group 52

Table 4.6: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and Gender Difference 52

Table 4.7: Effect Size 53

Table 5.1: The Brief Overview of All Independent Samples Test 60

 

 

 

 

 

CHAPTER ONE

INTRODUCTION

 

 

 

 

CHAPTER I

Introduction

1.1. Overview

Freire (1970) Critical Pedagogy can be analyzed in many fields of study.

In this respect, Critical Pedagogy (CP) announced to be the way to analyze, education including English Language Teaching (ELT), a new dimension, which has the interaction of social and political elements to holds the view which education is not impartial, and it both affects and is affected by the social and political elements (Freire, 1970).

Critical pedagogy tries to face students with more aims of education to make autonomous students; it is stated that learners acquire their own voice to participate critically in their own processing; that is, confident learners are capable of critiquing learning problems and begin to seek even instruction in their classrooms _what will we have to act in a society in the future?(Freire, 1970).

Recently, ELT researchers try to administer the view of CP to study language learning and acquisition; that is, they are looking for utilizing this social and political theory in assisting teaching as a component of education.

Therefore, they are starting to understand the sociopolitical elements with the represent of the critical viewpoint many scholars in ELT industry as uncovering the hidden aim of scholars’ thoughts and ideologies (Freire, 1970).

Critical theory is interested in the concepts of human beings and the relations between them such as cultural, economic, political, and the power to influence people’s behavior or course of events (Freire, 1973).

Through enabling convert of life requirements, a philosopher of critical theory agrees on satisfying free oppressed members of a race religion or culture (Freire, 1973).

Also, according to Freire (1970), utilizing the body of bases belonging to critical subjects is the main source in language teaching and learning.

Thus, Pre-service teacher education may take advantage of Critical Pedagogy to provide professional ELT teachers before the real actual teaching (Schon, 1996).

A main disclosure during such critical education theory can be the practical section of a course of study when the pre-service teachers are trained to face their students’ critical thoughts within multiple school settings (beginning to advanced courses) (Schon, 1996).

According to Schon(1996), the pre-service teachers will be had the chance to improve their skills through classroom curriculum, teaching lessons, and lesson plans to allow Critical Pedagogy is run.

Therefore, this consoled and vital aspect is the main component of any course, such as ELT courses, to be assigned in curriculums.

Also, because of the viewpoint of critical pedagogy, teachers are capable of bearing the task of questioning the inappropriate curriculums to assist their own learners in language processing, for example (Canagarajah, 1999).

According to Hall (1995), socio-historical and political elements are parts of ELT components which are related to the theory of language learning and teaching in social characteristics of learners.

It seems that Critical Pedagogy is able to gain the momentum to come from a huge amount of experiment to create conditions to help learners in recent years. In spite of acquiring multiple researchers in this area from the past and recent years, it seems that a few papers could target the main and vital characters of Critical Pedagogy in ELT.

Thus, the present study tries to bright a major theme in CP including teacher, for example, in CP. However, Okazaki (2005) argued that classrooms are far removed from conditions which deal with historical and social aspects.

Critical theory face the view of a society in which people require to control political, economic, and cultural aspects of their lives(Kincheloe, 2005).

Critical Pedagogy may be the approach to assist language teachers, for example, to concern the power of learners’ relations with the processed language and their society which they live. Critical Pedagogy (CP) is a start to deal with in a certain way of language teaching and learning.

Kincheloe (2005) believed that converting connections between people or groups of abilities which are depressing leads to depression among the people. CP seeks to give human qualities to learning (Kincheloe, 2005).

Likewise, according to Kincheloe (2005), advocates of critical theory assume that these aims are satisfied only through liberating unsuccessful learners to empower their abilities to change their educational conditions.

The main assumption of Critical Pedagogy is with criticizing the educational context in societies. As Gor (2005) puts it, the main goals of Critical Pedagogy are conscious raising and rejecting any signs of discrimination against people in any field.

Therefore, this theory seeks to help unsuccessful learners, for example, to save them from being objects of acquisition to subjects of their own autonomy in learning.

With this respect, learners are able to change their societies via appropriate education; that is, it is done through problem solving, surveying the problematic subjects in learners’ lives, and developing a critical awareness to assist learners to improve their educational conditions because it is important to take appropriate actions to structure and equitable society (Gor, 2005). Thus, it is crystal clear that Critical Pedagogy face any inappropriate dominations with the goal of assisting unsuccessful people to achieve their demands.

Moreover, “language learning theory, and teaching should focus on larger socio-historical and political forces which reside in the social identities of people who use them” (as cited in Aliakbari1 & Faraji, 2011, p. 78). However, Okazaki (2005) claimed that most teachers ignore historical and social conditions of their classrooms.

According to Okazaki (2005), as a consequence, researchers advocating examining socio-historical and political aspects of language learning (Benesch, 2001; Canagarajah, 1999, 2002; Morgan 1998). They recommended an optional access – critical pedagogy- which some researchers mentioned it.

It may be the main organ of language pedagogy (Aliakbari1 & Faraji, 2011). It is wondered to see that Critical Pedagogy has increased in impetus recently; therefore, some substantiation come from a lot of researches about CP to accept this claim.

Byean (2011) claimed that Critical Pedagogy mainly supports teachers to investigate English language in relation to the historical and cultural issues.

However, English teachers must understand ELT with more judgmental minds; furthermore, Critical Pedagogy may encourage English teachers to obtainthe role of English to clarify how ELT is affected with the procreation of social unfairness in distinctive backgrounds (Byean, 2011).

In fact, critical theory was the point of commencement for Critical Pedagogy (Aliakbari1 & Faraji, 2011).

The main interest of Critical Pedagogy is the act of giving an evaluation of good and bad qualities for schooling in an economic system based on competition between businesses and societies (Aliakbari1 & Faraji, 2011).

Moreover, the main purposes of Critical Pedagogy “are awareness raising and rejection of violation and discrimination against people” (as cited in Aliakbari1 & Faraji, 2011, p. 77).