Syrian Lives Matter in an EFL speaking class: An interdisciplinary approach to language, culture, and social justice

Abstract

This empirical study explores how critical pedagogy can address the Syrian refugee crisis in EFL speaking classes. Twenty-four pre-service EFL teachers at a Turkish university co-developed a four-week mini-syllabus focused on social justice, racism, and refugee narratives related to Syrian refugees in Turkey. Using participatory methods, students engaged with authentic texts, debates, and multimedia resources. A pre/post-intervention comparison showed significantly improved fluency, lexical use, and critical thinking. Findings reveal that integrating specific sociopolitical issues into language education fosters empathy, global awareness, and linguistic competence. The study supports using English as a tool for social action and transformative pedagogy.