Co-Constructing a Critical ELT Curriculum: A Case Study in an Indonesian-Based English Language Teacher Education Program

Autor/in	Mambu, Joseph Ernest
Titel	Co-Constructing a Critical ELT Curriculum: A Case Study in an Indonesian-Based English Language Teacher Education Program
Quelle	In: TESOL Journal, 13 (2022) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mambu, Joseph Ernest)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.667
Schlagwörter	Foreign Countries; Undergraduate Students; Language Teachers; Teacher Education Programs; Second Language Instruction; English (Second Language); Curriculum Development; Needs Assessment; Educational Objectives; Course Descriptions; Material Development; Lesson Plans; Reflection; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bedarfsermittlung; Educational objective; Bildungsziel; Erziehungsziel; Kursstrukturplan; Lehrmaterialentwicklung; Lesson planning; Unterrichtsplanung; Indonesien
Abstract	The current case study investigated how teacher-learners (TLs) in an Indonesia-based undergraduate English language teacher education program learned to apply critical pedagogy (CP) when co-constructing a critical English language teaching (ELT) curriculum with English language learners (ELLs). CP insights into ELT and second language teacher education are synthesized as a theoretical framework to shed light on how the TLs co-constructed the critical curriculum. This qualitative research study triangulated data collected from (1) audio-recorded dialogues between three TLs and their teacher educator (TE) in multiweek classes, (2) video-recorded teaching sessions when TLs taught ELLs from Papua, and (3) curricular documents and the TLs' reflections submitted on a learning management system. The findings suggest that TLs could raise their critical awareness of (un)fairness or inequalities experienced by ELLs while co-constructing components of a critical ELT curriculum (i.e., needs analysis, learning objectives, syllabus design, materials development, and lesson planning). TLs' critical consciousness emerged when practicing dialogues with ELLs. Ultimately, reflexivity allowed TLs and their TE to envision improvements of the critical ELT curriculum. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01