Equity Matters
A Decade-Long Systematic Review of Strategies for Equity and Justice in English-as-a-Foreign-Language (EFL) Classrooms
Dados Bibliográficos
| ID | 16912796 |
|---|---|
| Autores | Chen Feifei (0000-0003-1688-9206) |
| Ano | 2024 |
| Volume | 14 |
| Fascículo | 4 |
| Data de publicação | 2024-10-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | SAGE Open (JOURNAL) |
| Identificadores do periódico | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440241295820 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 75 |
English as a Foreign Language (EFL) teaching holds significant importance in advancing the worldwide efforts towards promoting equity and justice in this transformative age. This study comprises a critical review of the equity and justice-oriented strategies (EJOS) implemented by EFL teachers within classrooms settings. By examining 20 studies published between 2013 and 2022 in Web of Science (WoS) and Scopus databases, four categories of EJOS (equalizing support for all, respecting the diversity of learners, creating a supportive learning climate, and fostering critical awareness for social change) and their varying effects on learners’ cognition, behavior, affection and social identity were identified. Besides, the study highlights challenges and gaps in the realm of EJOS, providing a solid foundation for future research in this domain. Drawing on the findings, this systematic review highlights the theoretical and practical implications for equity and justice-oriented EFL teaching and calls for researchers and social justice advocates to continue exploring effective strategies across diverse educational, national, and socio-cultural contexts to promote equitable education
Reflective Teaching in Second Language Classrooms
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches
Preferred reporting items for systematic reviews and meta-analyses
Engaging Ethnic-Diverse Students
An Empirical Study of Teacher-Student Interaction in College English Classroom from the Perspective of Educational Equality
Language education for social justice
Critical pedagogy in ELT classroom
The rhetoric and the reality
Exploring Intercultural Interaction Model for Literacy of Underprivileged Learners of EFL
“We have to focus on improving our and our next generation’s rights!” Exploring critical literacy in a third space for Korean female high school students
Reconciling Competing Missions of English Education
Differentiation and individualisation in inclusive education
Rethinking the Role of “Culture” in Educational Equity
You kind of don’t want them in the room’
Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms
EFL teachers' behavior of using motivational strategies
Unpacking K-12 teachers’ technology-supported, equitable practices
Educational equality or social mobility
Understanding low outcomes in English language education in Austrian middle schools
Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom
Teaching English to Special Educational Need Students through an Online Tool
Culturally Sustaining Pedagogy
Teachers Learning to Implement Equitable Classroom Talk
Using thematic analysis in psychology
Toward a Theory of Culturally Relevant Pedagogy
Equity pedagogy
Social Justice and Teacher Education
A focus on disciplinary language
Applying Thematic Analysis to Education
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2025 - 2025 (1) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |