Traces of Critical Spiritual Pedagogy in Indonesian EFL Teachers' Christian-Based Classes

Autor/inn/en	Puspita, Aurelia Melinda Herka; Mambu, Joseph Ernest
Titel	Traces of Critical Spiritual Pedagogy in Indonesian EFL Teachers' Christian-Based Classes
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 31 (2020) 2, S.259-276 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Christianity; Religious Education; Spiritual Development; Second Language Learning; Second Language Instruction; Foreign Countries; Critical Theory; Teaching Methods; English (Second Language); Language Teachers; Teacher Attitudes; Junior High School Teachers; Classification; Indonesia + Suchen Sie Ihr Suchwort? Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Indonesien
Abstract	The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students' wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students' criticality. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01