Development and Validation of a Materials Preparation Model from the Perspective of Transformative Pedagogy

Hamed Barjesteh, Parviz Birjandi, Parviz Maftoon

Abstract


This study is a report on the design, development, and validation of a model within the main tenets of critical pedagogy (CP) with a hope to implement in education in general and applied linguistics in particular. To develop a transformative L2 materials preparation (TLMP) model, the researchers drew on Crawford’s (1978) principles of CP as a springboard. These principles provide the theoretical framework of the ELT program in general, but they need to be adapted to the specific features of L2 materials development. To this end, Nation and Macalister’s (2010) model of materials development were utilized to base different aspects of materials preparation. The newly developed model has driven 22 principles which was validated through a stepwise process. It was administered among 110 participants in 15 cities of Iran. Exploratory and confirmatory factor analyses were performed. The results indicated a high level of internal consistency and satisfactory construct validity. The TLMP model could be conducive for language policy makers, ELT professionals, materials and curriculum developers.

Keywords: Critical pedagogy, materials development, transformative model, ELT community, development, validation


Full Text:

PDF

References


Abdollahzadeh, E., & Baniasad, S. (2010). Ideologies in the imported English textbooks: EFL learners and ‎teachers’‎awareness‎ and ‎attitude.‎ Journal of English Language Teaching and Research, 53 (217), 1-17.

Aghagolzadeh, F., & Davari, H. (2012). The rationale for applying critical pedagogy in expanding circle countries: The case of Iran. Journal of Language Teaching and Research, 5(3), 823-828.

Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283. doi: 10.1093/elt/ccn025

Aliakbari, M., & Allahmoradi, N. (2012). On Iranian school teachers’ perceptions of the principles of critical pedagogy. International Journal of Critical Pedagogy, 4(1), 154 -171.

Aliakbari, M., & Faraji, E. (2011, September). Basic principles of critical pedagogy. Paper presented at international conference of economics development & research, Retrieved from www.ipedr.com.

Baladi, N. (2007). Critical pedagogy in the ELT industry: Can a socially responsible curriculum find its place in a corporate culture? (Unpublished master’s thesis). McGill University, Montreal, Canada.

Bruenig, M. (2005). Turning experiential education and critical pedagogy theory into practice. Journal of Experiential Education, 28(2), 106-122.

Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.

Canagarajah, A. S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and research (pp 931-951). Mahwah, NJ: Lawrence Erlbaum.

Catell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245-276.

Cox, M. I. P., & Assis-Peterson, A. A. D. (1999). Critical pedagogy in ELT: Images of Brazilian teachers of English. TESOL Quarterly, 33(1), 433-484. doi: 10.5539/elt.v5n2p101

Cranton, P. (2011). A transformative perspective on the scholarship of teaching and learning. Higher Education Research and Development, 30, 75–86.

Crawford, L. M. (1978). Paulo Freire’s philosophy: Derivation of curricular principles and their application to second design (Unpublished doctoral dissertation). University of Minnesota. United States.

Crooks, G. (2009). The practicality and relevance of second language critical pedagogy. Language Teaching, 1(16), 1-16. doi:10.1017/S026144480 9990292

Davari, H. (2011). Linguistic imperialism or global understanding: ELT in globalization from an Iranian Perspective (Unpublished master’s thesis). Tarbiat Modares University, Tehran, Iran.

Dornyei, Z. (2007). Research methods in applied linguistics. New York, NJ: Oxford University Press.

Ford, D. R. (2014). A critical pedagogy of ineffability: Identity, education and the secret life of whatever. Educational Philosophy and Theory, 46(4), 380-392. doi: 10. 1080/00131 857. 2013.779218

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

Ghaffar Samar, R., & Davari, H. (2011). Liberalist or Alarmist: Iranian ELT Community's Attitude to Mainstream ELT vs. Critical ELT. TESOL Journal, 63(5), 63-91.

Giroux, H. A. (1988). Teachers as intellectuals: Towards a critical pedagogy of learning. South Hadley, MA: Bergin & Garvey.

Gore, I. M. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge.

Gourley, B. (2012). Higher education as a force for societal change in the twenty-first century. In L. McIlrath, A. Lyons & R. Munck (Eds.), Higher education and civic engagement: Comparative perspectives (pp. 31–40). New York, NY: Palgrave Macmillan.

Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Boston: Heinle & Heinle.

Hayati, A. M., & Mashhadi. A. (2010). Language planning and language-in-education policy in Iran. Language Problems and Language Planning, 34(1), 24–42.

Heras, A. I. (1999). Taking action with family and community members: Critical pedagogy as a Frame work for educational change. In Z. Cline & J. Necochea (Eds.), Advances in confluent education. Stanford, CT: JAI Press.

Hovey, R. (2004). Critical pedagogy and international studies: Reconstructing knowledge through dialogue with the subaltern. International Relations, 18(2), 241-254.

Kanpol, B. (1998). Critical pedagogy for beginning teachers: The movement from despair to hope. Online Journal of Critical Pedagogy, 2(1). Retrieved from http://users.monash.edu.au/~dzyngier/

Kanpol, B. (2009). Critical pedagogy for beginning teachers: The movement from despair to hope. Retrieved from: http://users.monash.edu.au/~dzyngier/Critical%20Pedagogy%20For%20Beginning%20Teachers%20Barry %20Kanpol.htm

Keesing-Styles, L. (2003). The relationship between critical pedagogy and assessment in teacher education. The Journal of Radical Pedagogy, 5(1), 1-20. doi: 10.1177/105382590502800205

Kincheloe, J. L. (2005). Critical pedagogy primer. New York, NY: Peter Lang Publishing.

Kincheloe, J. L. (2008). Critical pedagogy primer (2nd ed.). New York, NY: Peter Lang.

Kumaravadivelu, B. (2001). Toward a post method pedagogy. TESOL Quarterly, 35(4), 537-560. doi: 10.2307/3588427

Larson-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: Oxford University Press.

Maftoon, P., Yazdani Moghadam, M., Gholebostan, H., & Beh-Afarin, S. R. (2010). Privatization of English Education in Iran: A Feasibility Study. The Electronic Journal for English as a Second Language, 13(4), 1-13.

Mayo, P. (2004). Liberating praxis: Paulo Freire’s legacy for radical education and politics. Dordrecht, the Netherlands: Sense Publishers

McLaren, P. (2000). Paulo Freire’s pedagogy of possibility. In S. Steiner, H. M. Krank, P. McLaren, & R. E. Bahruth (Eds.), Freirean pedagogy, praxis and possibilities: Projects for the new millennium (pp. 1-21). New York, NY: Falmer Press.

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge.

Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (2nd ed.). Maidenhead: Open University Press.

Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303–314.

Pennycook, A. (1994). The Cultural politics of English as an international language. London, Longman.

Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

Sarroub, L. K., & Quadros, S. (2015). Critical pedagogy in the classroom discourse. In M. Bigelow & E. K. Johanna (Eds.), The Routledge handbook of educational linguistics (pp. 252–260). New York & Abingdon.

Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: The University of Chicago Press.

Shor, I., & Freire, P. (1987). What is the "dialogical method" of teaching? Journal of Education, 169(3), 11-31.

Sweet, S. (1998). Practicing radical pedagogy: Balancing ideals with institutional constraints. Teaching Sociology, 26, 100-111.

Wink, J. (2000). Critical pedagogy: Notes from the real world. New York, NY: Longman.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.