شبكة المعلومات العربية التربوية

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)