Critical Pedagogy in Practice: Classroom Practices and the Barriers to Its Implementation in EFL Context
نویسندگان
1 Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran
2 PhD Candidate of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
doi
10.48311/LRR.15.3.195چکیده
This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.
