Concerns, Contributions, and Challenges of Critical Pedagogies in ELT: A Literature Review
Abstract
Critical pedagogies have been researched in many knowledge areas, particularly in social sciences. However, in the field of English language teaching, pedagogical and didactic models that implement critical perspectives are scarce. This review attempts to characterize trends of discussion addressed in the scientific literature on critical pedagogies in the teaching of English from 2011 to February 2023. For this, 55 articles available in Scopus, Eric, and Scielo databases were analysed. Four categories were identified: 1) Critical pedagogical practices in ELT, 2) Analysis on the teacher role and education, 3) Principal concerns which yield the introduction of critical pedagogies to ELT field, and 4) Limitations and challenges for critical pedagogies in ELT. This paper stresses the need to deepen and expand research in the field of ELT around the category of critical pedagogies as a possibility to contribute to the English teaching practices, mainly when included in the teachers’ education processes.
Keywords
English Language Teaching, Critical pedagogy, literature review, teacher education, teacher role
Author Biography
Sindy Lissette Vanegas Garzón
PhD candidate, Antonio Nariño University. BA. in Spanish and English from the National Pedagogical University (Bogotá, Colombia), MA in Education, Santo Tomás University. Member of the networks: District Network of Research Teachers (REDDI) and the National Pedagogical Expedition. Teacher researcher in the areas of English language teaching (ELT), epistemological beliefs, pedagogy and critical thinking. Teacher at Fernando Mazuera Villegas school (SED Bogotá).
Nohemy Marcela Bedoya Ríos
Psychologist and Master's in Psychology from the University of Valle (Colombia) with a Ph.D. in Education from the Federal University of Rio Grande do Sul (Brazil). Research primarily explores cognitive processes in deaf children's learning, emphasizing the impact of sign languages and sociocultural contexts in bilingual school environments.
Psicóloga y Magíster en Psicología de la Universidad del Valle (Colombia) con Ph.D. en Educación por la Universidad Federal de Rio Grande do Sul (Brasil).References
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