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Iranian EFL Instructors’ Practical Adherence to Postmethod and Critical Pedagogy | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 8، دوره 11، شماره 1، شهریور 2023، صفحه 103-120 اصل مقاله (493.54 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2023.28258.1513 | ||
| نویسندگان | ||
| Farahman Farrokhi1؛ Leila Mohammadbagheri-Parvin* 2 | ||
| 1Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran | ||
| 2Ph.D. Candidate in ELT, University of Tabriz, Tabriz, Iran | ||
| چکیده | ||
| Fundamental changes and novel ideas have been brought into the field of English Language Teaching through introduction of postmethod and critical pedagogy. Postmethod as an alternative to methods aimed at fulfilling its triple principles of particularity, practicality, and possibility. The well-known sub-branch of postmethod, critical pedagogy, aimed at empowerment of instructors and learners, and establishment of social justice through education. Unlike theoretical aspects of these movements, practical dimensions have not received due attention, especially in eastern contexts. This qualitative investigation sought the extent EFL instructors practically adhere to the principles of these inherently western concepts in Iran, as a sample of eastern context with its own social, cultural, and academic norms. Qualitative data collection techniques were used to obtain data from the intended instructors. Qualitative data analysis laid bare the findings that postmethod and critical pedagogy are practically adopted, to a great extent, by the Iranian EFL instructors, and the pertinent principles are being put into practice enthusiastically. Powerful communication with western communities blurring cultural boundaries was deemed to be the chief reason of such strong adoption. Ironically enough, it was revealed that in general, the Iranian EFL instructors’ theoretical knowledge suffered greatly concerning postmethod and critical pedagogy. In other words, although haziness of cultural boundaries has made the room for smoothened practical realization of these trends, due attention should be paid to development of theoretical knowledge in these regards in Iranian EFL teacher training courses so as to take the utmost advantages from postmethod and critical pedagogy. | ||
| کلیدواژهها | ||
| English language teaching؛ postmethod؛ critical pedagogy؛ Iranian EFL instructors؛ practical adherence | ||
| مراجع | ||
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