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A Survey on the Iranian ELT Community's Attitudes to Critical Pedagogy

Author

Listed:
  • Hossein Davari
  • Abutaleb Iranmehr
  • Seyyed Mahdi Erfani

Abstract

Critical pedagogy (CP) as one of the most radical changes in English language teaching (ELT) has turned into a common theme of research and discussion in recent years. Despite its practical implications, however, most of the research on this issue has been limited to its theoretical and conceptual dimensions. Conceiving the importance of this approach as well as considering the practical and applied dimensions of this newly emergent shift in ELT, this study is an attempt to study the Iranian ELT community's attitudes to some practical implications of CP in ELT. To acquire the Iranian ELT community's attitudes, a mixed-method approach was conducted. In the first phase, an interview survey was conducted with 8 applied linguists. Enjoying the content analysis of the data as well as the available literature on the topic, especially Akbari's (2008b) suggestions, a 10 item Likert-scale was prepared. To check the Iranian ELT community in the second phase, a questionnaire survey was conducted on 86 participants. Findings of this phase, as the main source of study, reveals that critical pedagogy is going to find a position in Iranian ELT community.

Suggested Citation

  • Hossein Davari & Abutaleb Iranmehr & Seyyed Mahdi Erfani, 2012. "A Survey on the Iranian ELT Community's Attitudes to Critical Pedagogy," English Language Teaching, Canadian Center of Science and Education, vol. 5(2), pages 101-101, February.
    • Handle: RePEc:ibn:eltjnl:v:5:y:2012:i:2:p:101
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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