Transformative Pedagogies for English Teaching: Teachers and Students Building Social Justice Together

Autor/in	Ortega, Yecid
Titel	Transformative Pedagogies for English Teaching: Teachers and Students Building Social Justice Together
Quelle	In: Applied Linguistics, 42 (2021) 6, S.1144-1152 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ortega, Yecid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amab033
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Ethnography; Teacher Attitudes; Student Attitudes; Teaching Methods; Living Standards; Foreign Countries; Secondary School Students; Disadvantaged; Student Diversity; Educational Change; Social Justice; Socioeconomic Status; Student Motivation; School Community Relationship; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ethnografie; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lebensstandard; Ausland; Sekundarschüler; Bildungsreform; Soziale Gerechtigkeit; Socio-economic status; Sozioökonomischer Status; Schulische Motivation
Abstract	This reflection article reports on an eight-month critical ethnographic study in Bogotá, Colombia. I visited the classrooms of three English teachers and their secondary students from a diverse and marginalized community in the southwest part of the city. Data collected in the form of student focus groups and teacher interviews revealed how students and teachers attempted to transform their difficult living conditions. Teachers' pedagogies provided the linguistic skills to discuss issues of injustice experienced by students in their communities and gave them hope to gain access to postgraduation academic opportunities. In this research process, I discovered that teachers create safe spaces for students to engage in meaningful English learning embedded in social justice and personal transformation pedagogies. Classroom tasks and projects developed social awareness in addressing community problems, which motivated students to change their socioeconomic conditions. Teachers hope that their pedagogical approaches inspire other teachers working in marginalized contexts to create lessons and projects that humanize relationships with communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01