As we get into the heart of the book Crookes (2013) introduces us to more of the theory surrounding critical language pedagogy. Most interesting and I think strategically important was the exploration of the different strands of critical pedagogy. These strands highlight the relevancy and utility of critical pedagogy for teachers working with a range of groups and issues. I found many tools, strategies and lessons that educators could learn and borrow from, keeping in mind the particular needs and learning styles of their students.
However, while these aspects resonated with me and while I do believe it can be done everywhere, one big concern remained: The limited amount of developed materials and curriculum. I think this remains a big challenge for implementation. Crookes, does provide examples and experiences in the book, however I think more developed sample materials, particularly those that highlight specifically how critical language theory plays out in the classroom are vital. I realize that each setting is different and teachers need to be willing to experiment and do a bit of trial and error. Yet, there remains for me a nagging voice suggesting that students and teachers who have never experienced this type of learning and do not have familiarity with the material are likely to shy away if they are expected to develop it all from scratch.
Crookes, G.V. (2013). Critical ELT in action: foundations, promises, praxis. Ch. 4-6.
However, while these aspects resonated with me and while I do believe it can be done everywhere, one big concern remained: The limited amount of developed materials and curriculum. I think this remains a big challenge for implementation. Crookes, does provide examples and experiences in the book, however I think more developed sample materials, particularly those that highlight specifically how critical language theory plays out in the classroom are vital. I realize that each setting is different and teachers need to be willing to experiment and do a bit of trial and error. Yet, there remains for me a nagging voice suggesting that students and teachers who have never experienced this type of learning and do not have familiarity with the material are likely to shy away if they are expected to develop it all from scratch.
Crookes, G.V. (2013). Critical ELT in action: foundations, promises, praxis. Ch. 4-6.