جستارهای زبانی، جلد ۱۵، شماره ۳، صفحات ۱۹۵-۲۲۳
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عنوان انگلیسی Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context
چکیده انگلیسی مقاله This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.
کلیدواژه‌های انگلیسی مقاله critical pedagogy, critical pedagogical classroom practices, EFL context, grounded theory, language teacher education
نویسندگان مقاله | Esmaeel Ali Salimi
Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran


| Mona Najjarpour
PhD Candidate of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
نشانی اینترنتی http://lrr.modares.ac.ir/browse.php?a_code=A-10-67855-1&slc_lang=fa&sid=14
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