Critical+Pedagogy+and+Language+Learning

In its most general form, critical pedagogy refers to focusing on critical thinking in the classroom and various issues that affect students. Theoretically, it has many layers and perspectives. As stated by Pennycook (1990) “Essential to the view of most of the critical pedagogy theorists (e.g. Michael Apple, Henry Giroux, Peter McLaren, Roger Simon) are two predominate elements: a notion of critique that also carries with it a sense of possibility for transformation, and an exploration of the nature of and relationship between culture, knowledge and power” (p. 307). Critical pedagogy views schools and classrooms as places of cultural interaction where there is a constant struggle between diverse ideology and various social factors. Through the lens of critical pedagogy, schools are examined for both their historical context as well as their sociopolitical context. Critical pedagogy ascertains that “all knowledge is constructed in a particular social, cultural and historical nexus of relationship and thus that all claims to knowledge are ‘interested’, i.e. reflect the particular concerns of a group or individual and are always thus bound up in relationships of power” (Pennycook 1990 pp. 308-309). Teachers using critical pedagogy must clarify and investigate how knowledge is produced and legitimatized in our schools and society. Then they must look at these forms of knowledge critically to better understand the dominate forms and to help in the production of new forms. Giving students decoding skills in the various arenas of their life, such as “ideological dimensions of texts, institutions, social practices and cultural forms” helps create critical thinking citizens who will be more capable “analyzing and challenging the oppressive characteristics of the society” (Pennycook 1990 p. 309). Critical pedagogy has many theoretical underpins based on the various critical traditions from the works of European critical theorists and also many different North American works of diverse schools of thought. The European theorists who helped influence critical pedagogy are Adorno, Horkheimer, and Marcuse. Critical pedagogy has been influenced by North American tradition through the works of Dewey and the social reconstructionists of the 1930s. More recently, sociology of education, feminism and post-modernist and post-structuralist thought has influenced critical pedagogy (Pennycook 1990). Critics of critical pedagogy criticize it for many different reasons. Some find critical pedagogy too abstract and unrealistically idealistic. The same critic, Ellsworth (1989), also pointed out that critical pedagogy is based on rationalist assumptions and have very few connections to the actual reality of the classroom. She does make a very valid points about the difficulties of critical pedagogy application in the classroom. ** References ** Pennycook, A. (1990). Critical pedagogy and second language education. //System, 18//(3), 303-314.
 * Critical Pedagogy **

__ Problem-posing approaches __ (Auerbach) __ Definition __ - Problem-posing approach is a tool or means for developing and strengthening critical thinking skills. It is an inductive questioning process which structures dialogue in the classroom. __ T ____ heory __ – Problem-posing is rooted in works of Dewey and Piaget who advocated inquiring, hands-on education which resulted in student-centered learning. In 1970 Paulo Freire, who was a major therorist on the subject, had a metaphor for traditional education as banking education. The teachers made deposits of knowledge and information into the empty accounts of the students (Boyce, n.d.). He then proposed problem-posing education, which offered all subject matter as historical products to be questioned rather than just accepted. Auerback (2000, p.146) states Freire used the phrase participatory pedagogy, which aimed to empower the students by including their own experiences and knowledge into the process. Auerback then went on to simplify the process into 5 separate steps - 1) Describe the content, 2) Define the problem, 3) Personalize the problem, 4) Discuss the problem, and 5) Discuss alternatives to the problem (Nixon-Ponder, n.d.). __ Classroom applications __ – It works well for adult language learners. It is a way to empower students as they set out to learn another language. A problem is presented without an apparent solution. The object is not the solution but to look at how it relates to the individual, organization, and social issues in its context, identifying ways in which the learners can take collective action and constructively respond to the problem.Problem-posing approaches can also be used with young learners. These learners can be asked to explore issues that are relevant to them at school (e.g., elimination of recess at school; lack of elective choices) or at home/in the community (e.g., curfew hours). Issues can also be explored through literature, movies, etc.

Some students are most comfortable with traditional classrooms. This is a way for the teacher to work in simple grammar and vocabulary exercises, leaving spaces for students to fill in information about their own culture, beliefs, and practices. Curriculum comes through interaction with the students. Teachers have to learn the art of letting go of control and power, facilitating discussions, turning the learning over to the students, trusting in their own interests.

Problem-posing enables students to bring their experiences, cultures, life lessons and stories to the program. Their lives are reflected in the purposeful, thoughtful and determined actions which defines the dialogue. It is a philosophy which teaches students how to think critically and analytically by examining the world in which they live.

References

Auerbach, E. R. (2000). Creating participatory learning communities: Paradoxes and possibilities. In J. K. Hall & W. G. Eggington (Eds.), //The sociopolitics of English language learning// (pp. 143-164). Clevedon, England: Multilingual Matters.

Boyce, M.E. (n.d.) A problem posing approach. Retrieved on May 3, 2012 from []

Nixon-Parker, S. (n.d.)Teacher to teacher: Using problem-posing dialogue in adult literacy education. Retrieved on May 3, 2012 from http://literacy.kent.edu.Oasis/Pubs/0300-8.htm