Doing Critical Language Teaching through Tasks
Insights from the Brazilian Context
Bibliographic Data
| ID | 22046758 |
|---|---|
| Authors | Priscila Fabiane Farias (0000-0002-5189-904X, Universidade Federal de Santa Catarina, corresponding author), Leonardo Da Silva (0000-0001-7346-5966, Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina) |
| Year | 2021 |
| Volume | 11 |
| Issue | 5 |
| Pages | 223 |
| Publication date | 2021-05-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11050223 |
| OpenAlex | W3158899090 |
| Language | EN |
| Citations received | 4 |
| References cited | 23 |
Although Brazilian governmental documents have conceived language teaching from a critical perspective, the recent scenario points to a backlash towards critical perspectives on teaching, which have been socially perceived as indoctrination. Since we understand critical pedagogy in additional language classrooms as a necessary emancipatory perspective, this article aims at discussing possibilities for promoting critical language development. More specifically, it draws on two doctoral studies in which teacher-researchers implemented critical task cycles that aimed at promoting critical language development by fostering elementary and high school students’ reflections on gender issues. In both studies, tasks were developed to promote learners’ communicative and critical development following task-based principles. The comparison of the results, derived from the analysis of learners’ interactions during implementation, responses to questionnaires and interviews, and of the teacher-researchers’ self-report diaries, revealed not only the feasibility of teaching critically through tasks, but also the positive role of: (1) A critical needs-analysis in designing and implementing critical tasks; (2) the use of critical dialogue for fostering knowledge co-construction; (3) the development of final projects to challenge common-sense discourses. These findings indicate, thus, relevant principles for teaching critically through tasks, emphasizing possibilities and challenges for promoting social transformation
Critical consciousness · Critical discourse analysis · Critical pedagogy · Critical theory · Critical thinking · English for academic purposes · Epistemology · Ideology · Indoctrination · Language education · Mathematics education · Pedagogy · Political science · Sociology · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Linguistics and Education Research · Psychology
Tasks Versus Conditions
A Framework for the Implementation of Task-based Instruction
The Role of Consciousness in Second Language Learning1
Critical Language Pedagogy and Task-Based Language Teaching
Critical tasks in action
Exploring the Possibilities for EFL Critical Pedagogy in Korea
Linguística Aplicada como lugar de construir verdades contingentes
The effects of pre-task explicit instruction on the performance of a focused task
Os novos letramentos digitais como lugares de construção de ativismo político sobre sexualidade e gênero
Position paper
Critical Pedagogy in ELT
Needs Analysis and Curriculum Development in EAP
Parâmetros Curriculares Nacionais
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2023 (3) |
| Highly cited | No |