Promoting critical pedagogy in language education
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Date
2009
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Abstract
This research investigates effects of critical pedagogy on the
development of critical thinking through teaching English essay writing.
The research also provides guideline to English Language Teachers to
promote critical thinking in language learning and to teach language for
reasoning. Quantitative and Qualitative data were collected from 53
English Language Teachers and 34 Civil Superior Services (CSS)
students to test the hypothesis (by incorporating critical thinking through
English Essay Writing promotes reasoning skills among the students).
Descriptive Statistics, Paired Sample t-test and graphic representation
were executed for the analysis of data. A marked difference (41.26 Mean
Score) was measured in the performance of English language teachers in
the result of critical thinking instructions into the composition of English
Essay Writing. A significant difference was measured between Post-test I
and II among the CSS students. The results signify that by incorporating
critical thinking in teaching English Essay Writing promotes reasoning
skills among the subjects. The research suggests replacing the old cycle
of transmission pedagogy with critical thinking pedagogy in language
education – a vehicle through which the students gradually discover
themselves in the process of language leaning, and develop the
cognizance of appropriate language to reason.
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Keywords
Language Education, Critical Thinking
Citation
International Research Journal of Arts & Humanities (IRJAH) 7 (37), 63-73