Using critical pedagogies with young EFL learners in a Hong Kong primary school
| [Abstract] | |
| Type | Article |
| Document no. | 118115 |
| Author | Moorhouse, Benjamin Luke. Native-speaking English Teacher Section, Education Bureau, The Government of the Hong Kong Special Administrative Region, Hong Kong |
| Pages | pp. 79-90 |
| Host Item Entry |
International Journal of Bilingual and Multilingual Teachers of English. Vol.2, no. 2, 2014
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| Electronic Location |
Full text (PDF)
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| Descriptors | Educational methods - Students - Youth - English - Modern language instruction - Primary schools - Hong Kong |
| Language of document | English |
| Country | Bahrain |
In many Hong Kong schools and those around the world, EFL and ESL curriculums tend to “play it safe” and “trivialize content” (Pennycook, 1990, p.13). They often fail to give students voices, consider students’ lived experiences or discuss issues of social justice. Drawing on the principles of critical pedagogy and critical applied linguistics, I conducted a critical action research project to explore the use of critical pedagogy in the Hong Kong primary EFL classroom. Over five sessions, primary six students and I engaged with controversial issues in Hong Kong, such as the Hong Kong identity and the treatment of foreign domestic helpers. I report my findings on how students engaged with ‘real-life’ topics and how their consciences were raised. I also report through self-reflection the challenges I faced while conducting the sessions and give suggestions on the use of critical pedagogy with young EFL learners. (Author's abstract)
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| Moorhouse, Benjamin Luke.. (2014). Using critical pedagogies with young EFL learners in a Hong Kong primary school . International Journal of Bilingual and Multilingual Teachers of English. Vol.2, no. 2, 2014. pp. 79-90 Retrieved from search.shamaa.org |