With the development of critical approaches in education and their application to the field of English language teaching (ELT) and the hidden curriculum (HC), the local perspectives towards the ELT industry in the world are emerging worldwide. Considering the notion that ELT has been regarded as a political activity, it is crystal transparent that language policymakers should not contemplate ELT as a value-free or a mere educational concern. The book aims to propose the application of critical language pedagogy in ELT classrooms and to provide practical guidelines/principles for implementing such an approach. In so doing, this book looks at education in the third millennium and proposes an operational model in language teaching.
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ISBN-13
978-1-77469-336-0 (9781774693360)
Schweitzer Klassifikation
Hamed Barjesteh is an assistant professor of Education, Professor of applied linguistics, and a faculty member of Islamic Azad University, Ayatollah Amoli branch, Amol, Iran. A teacher educator for 20 years, Hamed Barjesteh has published several books and articles on teaching English to young and adult language learners and presented at conferences at various national and international levels. He has trained teachers and supervised many MA theses and Ph.D. dissertations. He serves as the head of English Language department, an editor and a reviewer for various journals and conferences. His research interests lies in the field of critical language pedagogy, thinking skills in language learning, Critical Language testing, dynamic assessment, and corrective feedback.
- Part I: Critical Approaches to Pedagogy
- Chapter 1 Political Dimension of Language Teaching
- Chapter 2 Critical Language Pedagogy
- Chapter 3 Critical Pedagogy in a Classroom Context
- Chapter 4 The Critical Issues in Materials Development: Hidden Curriculum
- Chapter 5 Dialogic Driven Pedagogy: Bakhtinian's Carnival
- Chapter 6 Critical Thinking: Towards an Operational Conceptualization
- Part II: Practical Conceptualization of Critical Language Pedagogy
- Chapter 7 Towards Postulating a Dialogic Model in the Classroom: Practical Conceptualization
