A Critical Praxis: Narrowing the Gap between Identity, Theory, and Practice

Autor/inn/en	Waller, Laurel; Wethers, Kinsey; De Costa, Peter I.
Titel	A Critical Praxis: Narrowing the Gap between Identity, Theory, and Practice
Quelle	In: TESOL Journal, 8 (2017) 1, S.4-27 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.256
Schlagwörter	Praxis; Theory Practice Relationship; Literature Reviews; Educational Principles; Critical Theory; Educational Practices; Student Characteristics; Student Centered Curriculum; Transformative Learning; English (Second Language); English Teacher Education; College Second Language Programs + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Bildungsprinzip; Kritische Theorie; Bildungspraxis; Pädagogische Transformation; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Praxis is the balance of pedagogical theory and practice. This literature review explores praxis from a critical lens in terms of identity for both students and teachers. The authors center their framework on Hawkins and Norton's (2009) five principles for critical language teaching. The first principle relates to the situated nature of the program and practices, which involves contextualizing the plot and the characters of the classroom. Second, responsiveness to learners encourages teachers to identify students' multiple identities and allow them to experiment with these. Third, dialogic engagement is the discussion of identity in the classroom. Fourth, reflexivity requires teachers to examine their practices and the ideologies that guide their beliefs about second language acquisition and learning. Fifth, praxis combines all of these elements to create and harmonize a critical classroom. The article ends with a call for teacher training that incorporates these principles to better assist English language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01