Fostering Active Learning via Critical Pedagogies: Applying Reflective Research

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Author(s): Nevin Durmaz (University of Southern California, USA)
Copyright: 2022
Pages: 21
Source title: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Source Author(s)/Editor(s): Jenifer Crawford (University of Southern California, USA)and Robert A. Filback (University of Southern California, USA)
DOI: 10.4018/978-1-7998-8093-6.ch018

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

This chapter aims to provide a guideline for pre-service and in-service teachers to apply reflective research in language classrooms to gain a multidimensional overview of language teaching strategies in increasing active learning via critical pedagogies. A previously conducted reflective research will be used throughout the chapter to reach the stated aim. Analyzing language teaching techniques and strategies in an English for Academic Purposes classroom where all the students are originally from East Asia, the sample reflective research illustrates the needs and expectations of East Asian students in language learning through the research students, and also it aims to provide clues for TESOL educators to implement a similar study in classrooms employing critical pedagogies to develop language instruction.

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Fostering Active Learning via Critical Pedagogies: Applying Reflective Research

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