The Status of Critical Pedagogy in EFL Classrooms: A case of Iran’s EFL Classrooms

 
9783659168505: The Status of Critical Pedagogy in EFL Classrooms: A case of Iran’s EFL Classrooms
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Critical Pedagogy (CP) is based on the idea that creating space for dialogues, negotiations and new knowledge construction should be at the forefront of our teaching frameworks. This book offers a review of the studies in critical Pedagogy in education in general and in second language acquisition in particular, and then reports a study which explored whether CP has found any place among EFL classrooms in the educational system of Iran. The study reported in the book sought to examine the dominant discourse structure to find out whether it follows traditional discourse structures such as initiation response follow-up (IRF) or, conversely, CP’s favored discourse patterns like dialogic negotiation for meaning (NfM). The findings revealed that the current EFL classrooms seemed to follow the traditional banking model of education with the vertical, monologic, teacher-initiated IRF as the dominant discourse structure. They also indicated that discourse-construction opportunities tended to be distributed unevenly in the classrooms.

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Maryam Ranjbar is M.A graduate of Shahrekord University in Applied Linguistics. She currently teaches English at Iranian Language Institute (ILI) in Iran. Masoud Rahimi and Azizullah Mirzaei are assistant professors of Applied Linguistics at Shahrekord University, and are interested in L2 syntax and the sociocultural accounts of SLA respectively.

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Book Description Condition: New. Publisher/Verlag: LAP Lambert Academic Publishing | A case of Iran s EFL Classrooms | Critical Pedagogy (CP) is based on the idea that creating space for dialogues, negotiations and new knowledge construction should be at the forefront of our teaching frameworks. This book offers a review of the studies in critical Pedagogy in education in general and in second language acquisition in particular, and then reports a study which explored whether CP has found any place among EFL classrooms in the educational system of Iran. The study reported in the book sought to examine the dominant discourse structure to find out whether it follows traditional discourse structures such as initiation response follow-up (IRF) or, conversely, CP s favored discourse patterns like dialogic negotiation for meaning (NfM). The findings revealed that the current EFL classrooms seemed to follow the traditional banking model of education with the vertical, monologic, teacher-initiated IRF as the dominant discourse structure. They also indicated that discourse-construction opportunities tended to be distributed unevenly in the classrooms. | Format: Paperback | Language/Sprache: english | 148 pp. Seller Inventory # K9783659168505

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Book Description LAP Lambert Academic Publishing Jul 2012, 2012. Taschenbuch. Condition: Neu. Neuware - Critical Pedagogy (CP) is based on the idea that creating space for dialogues, negotiations and new knowledge construction should be at the forefront of our teaching frameworks. This book offers a review of the studies in critical Pedagogy in education in general and in second language acquisition in particular, and then reports a study which explored whether CP has found any place among EFL classrooms in the educational system of Iran. The study reported in the book sought to examine the dominant discourse structure to find out whether it follows traditional discourse structures such as initiation response follow-up (IRF) or, conversely, CP s favored discourse patterns like dialogic negotiation for meaning (NfM). The findings revealed that the current EFL classrooms seemed to follow the traditional banking model of education with the vertical, monologic, teacher-initiated IRF as the dominant discourse structure. They also indicated that discourse-construction opportunities tended to be distributed unevenly in the classrooms. 148 pp. Englisch. Seller Inventory # 9783659168505

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Book Description LAP Lambert Academic Publishing Jul 2012, 2012. Taschenbuch. Condition: Neu. Neuware - Critical Pedagogy (CP) is based on the idea that creating space for dialogues, negotiations and new knowledge construction should be at the forefront of our teaching frameworks. This book offers a review of the studies in critical Pedagogy in education in general and in second language acquisition in particular, and then reports a study which explored whether CP has found any place among EFL classrooms in the educational system of Iran. The study reported in the book sought to examine the dominant discourse structure to find out whether it follows traditional discourse structures such as initiation response follow-up (IRF) or, conversely, CP s favored discourse patterns like dialogic negotiation for meaning (NfM). The findings revealed that the current EFL classrooms seemed to follow the traditional banking model of education with the vertical, monologic, teacher-initiated IRF as the dominant discourse structure. They also indicated that discourse-construction opportunities tended to be distributed unevenly in the classrooms. 148 pp. Englisch. Seller Inventory # 9783659168505

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Book Description LAP Lambert Academic Publishing. Paperback. Condition: New. 148 pages. Dimensions: 8.6in. x 5.9in. x 0.5in.Critical Pedagogy (CP) is based on the idea that creating space for dialogues, negotiations and new knowledge construction should be at the forefront of our teaching frameworks. This book offers a review of the studies in critical Pedagogy in education in general and in second language acquisition in particular, and then reports a study which explored whether CP has found any place among EFL classrooms in the educational system of Iran. The study reported in the book sought to examine the dominant discourse structure to find out whether it follows traditional discourse structures such as initiation response follow-up (IRF) or, conversely, CPs favored discourse patterns like dialogic negotiation for meaning (NfM). The findings revealed that the current EFL classrooms seemed to follow the traditional banking model of education with the vertical, monologic, teacher-initiated IRF as the dominant discourse structure. They also indicated that discourse-construction opportunities tended to be distributed unevenly in the classrooms. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Seller Inventory # 9783659168505

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Book Description LAP Lambert Academic Publishing Jul 2012, 2012. Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Neuware - Critical Pedagogy (CP) is based on the idea that creating space for dialogues, negotiations and new knowledge construction should be at the forefront of our teaching frameworks. This book offers a review of the studies in critical Pedagogy in education in general and in second language acquisition in particular, and then reports a study which explored whether CP has found any place among EFL classrooms in the educational system of Iran. The study reported in the book sought to examine the dominant discourse structure to find out whether it follows traditional discourse structures such as initiation response follow-up (IRF) or, conversely, CP s favored discourse patterns like dialogic negotiation for meaning (NfM). The findings revealed that the current EFL classrooms seemed to follow the traditional banking model of education with the vertical, monologic, teacher-initiated IRF as the dominant discourse structure. They also indicated that discourse-construction opportunities tended to be distributed unevenly in the classrooms. 148 pp. Englisch. Seller Inventory # 9783659168505

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