English Language Teacher Education from the Lens of Critical Pedagogy

Kamile Hamiloğlu
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Abstract

In English (as a foreign) language teacher education, there have been numerous theories which have been applied, adapted, and reconstructed based on the needs and conditions of the learners and teachers from very early times so far, that is, from the appearance of Behaviourism in foreign language education in the 1940s to the present time. There have always been many transitions and shifts among and within these theories explaining the practices in English (as foreign language) classes. This paper examines how these theories and transitions can be considered from the lens of Critical Pedagogy and it interrogates whether the recognition of the Critical Pedagogy may help foreign language teacher education turn to be transformative and whether it may contribute to the development of the conditions for a better world within and outside the school with the help of teachers trained to be critical. The theoretical framework of this chapter is built on the socio-cultural view, socio-cognitive view, transformative view and Critical Pedagogy in foreign language education. However, earlier theories such as the Behaviouristic Approach, the Cognitive Approach, and the Communicative Approach are visited as background knowledge. Given that the socio-cultural approach portrays human learning as a social process and the origination of human intelligence in society or culture referring to the fact that social interaction plays a basic role in the development of cognition, the socio-cognitive view deals with how language is learned and should be treated; and transformative learning gives way to actual behaviour that learners should establish to contribute to and participate in the community where they live in; these theories in the framework shed light on developing understandings of the recognition of Critical Pedagogy in the foreign language teacher education. Regarding this overview, it is seen that socio-cultural and socio-cognitive transformation could be led by critical pedagogy, in schools initially, then in the whole society, addressing radical concerns and the abuses of power in intercultural contexts in the acquisition of foreign languages and in their circulation by the help of critically trained foreign language teachers.
批判教育学视角下的英语教师教育
在英语(作为外语)教师教育中,从很早到现在,即从20世纪40年代外语教育中出现的行为主义到现在,已经有许多理论根据学习者和教师的需求和条件被应用、改编和重建。在解释英语(作为外语)课堂实践的这些理论之间和内部总是有许多过渡和转变。本文探讨了如何从批判教育学的角度来看待这些理论和转变,并探讨了对批判教育学的认可是否有助于外语教师教育的转型,以及在接受批判性培训的教师的帮助下,它是否有助于为学校内外创造更美好的世界。本章的理论框架是建立在外语教育的社会文化观、社会认知观、变革观和批判教育学的基础上的。然而,早期的理论,如行为主义方法,认知方法和交际方法被访问作为背景知识。鉴于社会文化方法将人类学习描述为一个社会过程,人类智力起源于社会或文化,指的是社会互动在认知发展中起着基本作用,社会认知观点涉及如何学习语言以及应该如何对待语言;变革性学习让位于学习者应该建立的实际行为,为他们所生活的社区做出贡献并参与其中;这些理论对发展对外语教师教育中批判教学法认识的认识提供了启示。关于这一概述,可以看到社会文化和社会认知的转变可以由批判教学法引导,首先在学校,然后在整个社会,在受过批判训练的外语教师的帮助下,解决跨文化背景下外语习得和流通中的激进问题和权力滥用问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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