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Strengthening ESL Teacher Education through Critical Pedagogy
Transcript of Strengthening ESL Teacher Education through Critical Pedagogy
A working definition of critical pedagogy
Why researchers say it is important in ESL Teacher Education
What does it "look like"?
How I have implemented Critical Pedagogy in ESL Teacher Education
What is Critical Pedagogy?
An approach to teaching and curriculum design informed by critical social theory – the purpose: to change not only the nature of schooling but also the general society (Pennycook, 1990)
• Radical action in the classroom that rejects oppression, fights injustice, and gives a voice to marginalized students (Milner, 2003)
Kubota and Lin (2006) expanded on both these definitions and add a critical examination of the use of power and politics
“connecting the word with the world. It is about recognizing language as an ideology, not just as a system. It is about extending the educational space to the social, cultural, and the political dynamics of language use, not just limiting it to the phonological, syntactic and pragmatic domains of language use" Kumaravadivelu(2006).
definition for language teaching:
B.A. Social Science
M.S.W. University of Iowa
PhD student 3rd yr. University of Iowa - ESL Education
ESL Practicum 1 & 2
ESL Student Teachers
Community College Programs
•Increased diversity of the U.S. K-12 classroom
•Disproportionate drop out rate of minority students
•Disproportionate referral of minority students to Special Education services
•Disproportionate representation of white teachers in education
Why CP in ESL Teacher Ed?
•In order to adequately prepare students to participate in and contribute to society, must take a critical approach to education (Nieto, 2000)
•Teacher education programs have the greatest impact on preparing teachers to face the changing demographics of U.S. classrooms, but in order to do this effectively, we need a better understanding of critical pedagogy and how it applies to teacher education. (Kubota and Lin 2006)
•In order to address issues that marginalize students, preservice teachers have
to be trained in their teacher education programs (Kumaravadivelu, 2006)
Bruna (2007) ISU
learning about others
exploring issues of race
Seltzer-Kelly (2009) High School US History
exploring history projects
developing an objective view of history
balance of instruction and student choice-making
Need CP to inform teacher values, beliefs, and views
of how to work with marginalized groups
(Enterline, Cochrane-Smith, Ludlow & Mitescu, 2008)
Crooks and Lehner (1998) university setting
- double loop process
- "teacher educators should use the techniques
and principles they hope their student teachers
will use" (pg. 321)
adopted double loop
Began reflection process
should CP impose the teacher's
ideology on students or allow them to
develop their own (Ellsworth, 1989)
address racism differently than their students will
first theirs then their students'
deviant benevolence (Stiles, 1995)
But what does that look like in ESL Teacher Ed?
What does CP at UIowa look like (this year)?
based on culture of current students
viewed as a social and educational process, not just a pedagogical method
(Crooks & Lehner, 1998)
ultimate goal - to affect social change in the lives of English Learners
building block to future research
tangible outcomes for ELs as result of use of CP in ESL Teacher Ed
the reference list includes those works that influenced this presentation although may not have been directly mentioned in the presentation
Strengthening ESL Teacher Education
through Critical Pedagogy
The University of Iowa