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CRITICAL TEACHING IN TESOL: A RETROSPECTIVE ANALYSIS OF THE

PROBLEMS OF PROGRAMMING AND OPPORTUNITY

Zanyar Nathir Ghafar

, Ayu Lestari

, Zidnal Falah

Nursing department, Kurdistan Technical Institute, Sulaymaniyah, Kurdistan Region, Iraq

Sekolah Tinggi Agama Islam Kuningan, Indonesia

Universitas Muhammadiyah Cirebon,

Indonesia.

Email: [email protected]

KEYWORDS:

Critical pedagogies, English

Language Teaching,

Teachers role, Students role,

Problems

INTRODUCTION

ABSTRACT

This study examines the problems instructors, and students face while

doing critical work in the TESOL sector. It is possible to quickly study

several articles written a few years ago to see the usefulness of this

topic by examining those written at the time. The abstract of an article

by (Joseph Jeyaraj & Harland, 2016) Jeyaraj and Tony Harland from

2016 titled "Teaching with Critical Pedagogy in ELT: the Problems

of Indoctrination and Risk" shows reports about higher education

experiences in English that are familiar with the relative environment

of the pedagogues. The objective was to identify the main difficulties

with critical pedagogy. Thirteen instructors from higher education

institutions from across the globe were interviewed to understand this

practice better, and all had a clear objective for social justice. The

second piece is titled "Becoming a Critical Language Teacher" and

was authored by (MORGAN, 2014) r, as the item's abstract

assumed. The author seeks a specific lesson in critical abilities to

address the difficulties of applying critical theories with Western

roots in Chinese contexts. This article's last section looks at the

effects of this activity on various perceptions of the crisis in

language education. The third article, titled "Challenges in Critical

Language Teaching," written by (Goiânia, Goiás, in 2012), is

focused on the idea that language teachers must become fully

knowledgeable of academic voice, subject choice, and length, and the

idea of language as a social practice to adopt critical education. The

last one, "Being and Becoming TESOL Educators: Embodied

Learning via Practicum," by Martin Andrew and Oksana

Razoumova in 2017, explained that during placement exercises in

terms of increasing learners' knowledge and skills, increasing their

reliance and self-confidence, and helping them to grow as educators

and individuals, their professional and social identities. The

researchers employed several reliable, practical materials instead of

inaccurate survey data. These findings highlight how important

during the preparation phase; instructors should be prepared to deal

with regular and unexpected discoveries. They should also execute

and demonstrate practical work, promote the value of embodied

learning, and adopt it as a practice.

Progressive differentiation, where critical education is seen to reflect an outdated and

overly decisive program of Liberation Modernism, (Pennycook, 2006), in which teachers are

involved in exposing the "truth" of the text and the "false consciousness" and reproducing the

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Critical Teaching In Tesol: A Retrospective Analysis Of The

Problems Of Programming And Opportunity

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social inequalities it transmits. This brief piece is the only place I've found this difference

between the words (critical training vs critical literature), notably for their social and political

history. Our understanding of these concepts is that they include critical training as well as

critical assertions, long-term trends in applied linguistics and ELT, modernist components, and

organizational constructive (Crookes, 2010); Luke, 2013; (MORGAN, 2014); Norton;

(MORGAN, 2014); (Pennycook, 2006). Both sentences are possible and might be used. When

used in the classroom, where the supply of lessons and sample materials is also essential, the

hyperfly reflection and self-hesitation may be sufficient. This may also serve as the necessary

foundation for the professional development of language instructors (Casanave, 2004). Getting

into teaching According to (Graham & Phelps, 2003) and Phelps' (2003) multi-process

composition, humans are involved in society's intellectual, social, emotional, and aesthetic

activities. Practice is recognized as a significant and social experience in teaching English to

speakers of other languages (TESOL) teacher training in which teachers control exercises in

the program and become members of the international community (Ishi-hara, 2005; Wenger,

1998).

In conventional classrooms, the student is the consumer of the information being

transferred by the instructor. However, under the new strategy, the teacher is a change in the

change and chooses the ideal circumstances for the interchange of ideas, leading to each person

learning from each other and every one teaching each other. According to (Freire, 1998), the

connection between instructors and students should be flexible so that learning may occur in

both ways; teachers can be both students and teachers (Giroux, 1990). The "benefits of

banking" are anticipated to take classes into account. For our objectives regarding issues with

public schools, we use the idea and methods of critical pedagogy as a way of thinking and

confronting ideologies and historical repression (Breuing, 2011). Education forecasts intrinsic

motivation, which includes instructors' and students' intrinsic drive for learning (Moore &

Kuol, 2005). The purpose of teaching and learning is more essential than scores and other

metrics in educational architecture. An ongoing common sense issue is very helpful in

conjunction with this thinking. It is important to remember that education is not intended to

address a dramatic and urgent issue. Education will demonstrate that a political problem

concerns the necessity for robots when social change is the main emphasis. Everything is

influenced by this kind of system, including the curriculum, supplies, instructors, and students

(Ruiz & Fernandez-Balboa, 2005).

However, (Pennycook, 2006) argues that uneven power dynamics do not shackle

individuals and that an effective strategy for critical thinking in education "needs some vision

both of what a preferable state of affairs [might] be and of how one might start work towards

it" (p. 335). The author continues, "To envisage possibilities of change requires a way of

thinking about how people can act differently" (p. 335). According to (Hall & Du Gay, 2006),

this idea is founded on language instruction in post-modern structures, a period that

concentrated on twentieth-century dwellings and was dispersed in contemporary living. By

listening to the postmodern philosophy of the interconnected society, (Kumaravadivelu, 2006)

is the postmodern philosophy to appreciate the interchange. There are several definitions and

variations of critical activity, thus it may be difficult to establish one that is reliable and serves

the

objective

critical

education

without

being

one-dimensional (Gur-Ze'ev,

1998;

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(Kincheloe, 2004). I see critical education as having its roots in what students think of them

based on their daily lives to prevent over-increasing. Sharing these experiences and their

connection to their social and political spheres will start the critical education process with

students investigating its renal reality.

RESEARCH METHODS

This method is utilized in "becoming a critical language teacher." Uncoordinated

information raised more questions than answers. It seemed authentic. Analyze this paper's

results using the chosen publications. "Teaching and Critical Pedagogy in ELT: The Problems

of Indoctrination and Risk" was a qualitative study of 13 ELT professors—college teachers.

Table 1 includes Canada, Hong Kong, Korea, Malaysia, New Zealand, the US, the UK, and

Turkey. They taught extensively in South Africa, Macedonia, Poland, Nepal, Indonesia, and

Hungary. Since critical education is not the primary method, participants read journals, books,

and book chapters. Google Scholar searched the literature for "Important Education" + "English

Language Teaching" + "Higher Education ." Critical Language Teaching," plus "English for

Scientific Purposes," and "TESOL and Critical Measures ."ELT researchers worldwide.

Critical education. Seek criticism. We contacted 14 prospects. Seven people suggested four

additional researchers. Two other renowned education critics declined teaching offers.

Interviews provide most data. Except for New Zealand, participants were contacted via phone

and Skype owing to their dispersion: few self-reports and interviews. Open-ended interviews

included teaching: teaching, learning, and critical education interview questions. The

conversation focuses on critical education critics from the study's two opposing groups.

RESULTS AND DISCUSSION

Policymakers, material creators, curriculum designers, and instructors should consider

the issue by examining the publications utilized in this review article. Some programs could

still have the resources to change their curricula or materials to suit students' requirements,

advantages, and experiences. Sometimes it is essential to take a closer look at the programs

since they portray critical education as being necessary and non-critical rather than as being

criticized. Four tables in the file display the levels of various training programs that we may

view for more details. They demonstrate vital replacements instead of using them as significant

and non-essential replacements. Four tables in the file display the levels of various training

programs that we may view for more details. In light of this, let us concentrate on the following

query: Is English seen as a sign of cultural understanding or dominance? The concept of

transforming English norms and disorders is present in the final goal. People of various cultures

express their identities, and language is no exception to the purpose of achieving the goal.

Cultures are working toward obtaining their actual identities. A distinct language, such as EFL

or ESL, has a separate identity.

Publishing pedagogical criticism is more appropriate because research is regarded as a

high-level education in higher education. Research in practice assists teachers in obtaining

more significant insights into their experiences (Eilertsen & Rorrison, 2011). As researchers,

teachers might assert that knowledge and skill in a few fields have paralyzed them in two ways.

They must also be questioned about obstacles and concepts that require crucial training while

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participating in the study. McArthur (2010) emphasizes that the key to the great idea of critical

education is to use focal texts outside of the traditional classroom setting. As a result, public

research is permitted to generate novel theoretical and practical concepts, and the environment

fosters debates of novel viewpoints and methods that exercise credibility.

Although it is feasible to concentrate on big thinking, education, experts, and

professionals, (Crovitz, 2006) contend that critical training may be raised in surroundings with

linguistic bias and that it is weak that all biases can be eliminated, neutralized, and held

responsible. Therefore, critical education may not be desired, just like any other teaching

strategy. Protecting this may begin with the teacher's conscience and essential issues, and then

it can be ensured that some people are sensitive to others. Participants in the current study's

practical research on training internships may be included in the answer, with the primary

assessment of student's experiences and the coordination of study-related teaching. A

legitimate classmate will likely be invited to join the partnership to address difficulties with

belonging, interaction, and risk.

The colleague examination, however, may be more than just a means of exchanging

information and skills since it can foster a sense of community inside and outside an institution.

We are not sure whether it can be claimed to be "I think" just. Is there a dialogue going on?

What results from these conversations if there is no idea? It is advisable to avoid discussing the

idea if part of it applies. Let us consult a book. Everyone expresses their opinions, so what do

we think? What are the outcomes of the lesson? It is comparable to a weighty class topic. We

continue to support spreading awareness. These articles discuss difficulties in addressing

important subjects in English lessons based on the teacher's, his colleagues, and students'

reflections. The data shows that students were generally happy with their language growth

throughout the TR-encouraged discussion activities. The choice and duration of the subjects,

the idea of language, student status, and scientific sounds, on the other hand, came across as

social activity. However, there is also a significant examination of student experiences and

research on teaching coordination. A legitimate classmate will likely be invited to join the

partnership to address difficulties with belonging, interaction, and risk. The colleague

examination, however, may be more than just a means of exchanging information and skills

since it can foster a sense of community inside and outside an institution. We are unsure

whether it can be claimed to be "I think" just. Is there a dialogue going on? What results from

these conversations if there is no idea? It is advisable to avoid discussing the idea if part of it

applies. Let us consult a book.

Everyone expresses their opinions, so what do we think? What are the outcomes of the

lesson? It is comparable to a weighty class topic. We continue to support spreading awareness.

The investigation revealed that although professors should be cautious not to impose prevailing

ideas on pupils when dealing with explanations or scientific texts, students often highlight these

opinions when presented with challenges (Ellsworth, 1989). "Being and Becoming TESOL

Educators: Embodied Learning via Practicum" employs qualitative approaches due to its

nature: Personal scientists and teacher professional development myths. Epistemology

improves. First, it inspires researchers to construct narratives based on experience, "changing

the experience through narrative" (Barkhuizen, 2011, p. 6), and helps participants regard their

empirical training monitoring polls as legitimate data. Participants' tales demonstrate "how

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conscious and reflective persons re-present and re-story their memories of events and

experiences" (Mishler, 2006, p. 36). The second benefit of narratively processing this data is

that it shows working instructors' "critical" moments (Pennycook, 2006); Farrell, 2004),

"Cognitive strategy Notes" (Barnett, 2004, p. 247), and "Summary Surprise" (Sandelowski,

2000, p. 337) in delicate situations or escalating confrontations.

On the other hand, students should comprehend that lectures and behaviors of individuals

contribute to the creation of social inequities and should constantly be questioned. This

knowledge should also be understood that meanings are not the only method to grasp anything.

This begs the question: Is it a teacher? A similar query surfaces in scientific sounds: Do teachers

utilize academic texts to influence pupils to alter their behavior and speech to promote social

equality? Given that they contribute to and reinforce hegemonic beliefs in the social order, we

have learned from this experience that language classrooms may be a space for genuine

engagement and critical knowledge. As language instructors, we have also seen that this

presents a chance to utilize language to go against the grain, that is, to circumscribe the

boundaries that ordinarily restrict faculty activity both within and outside the classroom.

However, we will approach it differently if we schedule these seminars for the future.

Everyone is taken into account, and work involving critical language training may be a

fantastic chance for instructors to fulfill their roles and those of students in the community.

However, such an approach necessitates contemplation on how language may develop and

produce socially unequal interactions globally, in addition to introducing subjects like racism,

gender, and gender in the classroom. Therefore, critical language education is not just a set of

predetermined ideas or methods but a way of thinking, living, and doing. We will strive to

engage the kids' critical thinking when discussing subjects in class. We strive to be more

empathetic and less pushy than we already are. Depressions assert that even when we believe

they do so to represent a dominant perspective, they give lessons and new meanings. We

include this as one of our advice for language instructors who plan to carry out initiatives of

this kind in the future. We may utilize and work more on our interactions with students, aiming

to demonstrate, enhance, and personalize talks and our own and their aims.

Future studies may trust this personal data with the reports of observers and the

advantages of video classes in the triangular training of instructors (and their learning

researchers). With greater responsibilities regarding the chores of lesson preparation, hidden

speech feedback between the regulating instructor and the training of the training should be

stopped. We suggest the following inquiries for our future work based on the scope of our

modest intervention: What behaviors do instructors use to relate learning? How do instructors

who have received training continue in their careers? The design of the certificate, which is

uncompromising, planning technicians, a program that is prepared some distance from the field

in which it is applied, and the expectation that teachers repeat from a period later have all been

criticized as having a repressive effect on development and change as teachers. This is the

chance to design and participate in developing an educational strategy that works with various

strengths, advantages, values, belief systems, and experiences, which inspires ownership and

pride and follows the requirements of the people who live in the communities where classes

are held. According to Blackburn (2000, 13), one of the biggest dangers of critical pedagogy is

that it "can be used as a very delicate Trojan horse, which seems to be a gift to the poor, but it

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can easily contain a secret command." However, this research did not show such a result, and

all instructors had adjustment-reduction procedures, one of which excluded personal

viewpoints.

CONCLUSION

This study's critical pedagogy was aware of the prize and was accordingly circumspect

in their instruction. Students were aware that they were not impartial and sought to formally

state their attitudes and convictions on teaching modern social issues in language. Since then,

they have worked to ensure that critical thinking and critical teaching go hand in hand and to

free the students' minds. Even when learners were making an effort to pursue their interests

throughout this process, they kept their opinions to themselves. It is not the goal of critical

pedagogy to control and inculcate learners, the topic of dialogue and decision-making is

predefined. However, it is critiqued and discussed in certain circumstances as misused, as seen

in the literature. As a result, extreme caution must be used, and each instructor must choose the

constraints of the technique and what they believe is best for the learners. Students must take

responsibility for their education and accept the year's discourse, concepts, and consequences.

An excellent mind-activator is language. This is a practical technique to get the brain to think

critically. Creativity is sometimes something that language courses lack; therefore, to address

this gap, people as social institutions must be able to link the classroom to their community,

activate their actions, think about the issues they confront, and attempt to alter the situation. It

refers to "going" past words. Three primary forms of classroom activities are used. In this study,

We attempted to gain a valuable understanding of the theory's applicability from critical

pedagogy. However (Shor, 1987), as Shor correctly observes: "teachers are more interested in

practice than in theory" (Freire, 1998), and given the practical nature of the teaching profession,

the future is essential to research focuses on what is specifically relevant to teaching. We

observed the instructors who appreciated the chance to share instructional strategies with their

colleagues. Instructors need more chances to consider and discuss their performance with other

instructors. Such dialogues can improve their achievements and failures by using crucial

education and training elements. Teachers need additional chances to take stock of their

performance and converse with other educators about their successes and setbacks. Critical

pedagogy allows for the use of paintings to enhance such dialogues.

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